theory w complete

 Theory W  page 1

 

 

 

 

 

         FUNCTIONAL ORGANIZATION:  THEORY W UNIFIES

 

    STRATEGY, FUNCTIONALISM, PRODUCTIVITY, AND STRUCTURE

 

               FOR MEMBERS AND THE INDIVIDUAL

 

 

 

 

              a dissertation in scholarly form

       for the earned degree of Doctor of Philosophy

    aimed at clarifying a more specific strategy process

        as personally experienced in several careers

                   and many case studies

 

 

                             by

                          H.L.Otto

                         Leawood KS

                       February  1996

 

                   Kensington  University

                     Student  267187370

                        Glendale  CA

 

 

             Runner: Beyond matrix organization

 

 

 

 

 

 

 

 

Kensington University approval                          Date

 

 

Chairperson       __________________________________ _______

 

 

Degree committee  __________________________________ _______

 

 

Degree committee  __________________________________ _______

 

 

 

 

 

 

                                           Theory W  page  2

 

Part for front materials 

 

      Review.  Traditional composition texts refer to the

 

writing divisions of front materials and back materials with

 

no literal titles.  But in this dissertation separate parts

 

are so titled.  The foregoing title page and approval page

 

preceded the formal titlement to avoid the probable

 

confusion of the traditionally oriented.

 

      Summary.  Front and back materials have their own

 

literal parts in this dissertation.  The traditional

 

chapter-type divisions of summary, acknowledgements,

 

preface, glossary, and introduction comprise front materials

 

- bibliography and the index comprise back materials.

 

      Next.  Part one provides a historical and current

 

orientation to the subjects of administration, organization

 

structure, and organization science.

 

      Part two presents the essentials of Theory W.  Parts

 

three and four then apply Theory W to individuals as

 

organizations and to multiple-member larger organizations.

 

      Part five airs the testing-instrument measurement of

 

the Theory W treatment.  Part six encompasses wayward and

 

tangential information - some perhaps too personal for the

 

traditional dissertation, as if education had to be

 

impersonal.



 

 

 

 

 

Theory W  page  3                           Front materials

 

Chapter for summary 

 

      Title

      Approval

      Copyright

      Abstract

      Problem abstract

      Brief contents

      Accreditation

      Outline of defense

      Petition for PhD

 

     Copyright. The rights for this copy derive from the

 

spirit, the concept, and the publicity of applying

 

evidential functionalism to (1) groups of members in their

 

organizations, and (2) the individual as their own

 

organization.  Taken together, the unification and

 

application of strategy, functionalism, and productivity to

 

members and individuals comprises Theory W.

 

      Spiritually, the spark of the "why" question exists

 

from a person's infancy.  The age of two usually brings

 

vocalization to the "why" question.

 

      Conceptually, Theory W began in the 1960s as an

 

organizational development tool which facilitated evidential

 

improvements.  Other w words were added to the critical

 

thinking routine of organization improvement.

 

      Publically, the Theory W term was aired in a set of

 

speeches before the National Association of Accountants, 15

 

September 1983 and 19 January 1984.

 

      This dissertation casts a scholarly version of

 

Theory W.



      

 

 

 

 

Theory W  page  4                                  Summation

 

      Abstract. Theory W - based on case studies from

 

business, industry, administration, and education - provides

 

a four dimensional unifying view of organization theory,

 

valid not only for large organizations but also applicable

 

to the individual as an organization.  Theory W connects all

 

of the human organization structures - formal, informal,

 

functional, and technological - for the inquiry into

 

validity and reliability.  The three-sided pyramid provides

 

visual differentiation.

 

      Theory W makes use of the pyramid's age-old symbol of

 

higher authority, permitting access to authority from any

 

one of the three human structures - (a) the hierarchy of

 

bosses, (b) the social group leader evolution, or (c) the

 

hierarchical arrangement of work-tasks in support of the

 

organization's aim.

 

      Theory W's functional structure provides vivid

 

visibility into the organization policy, philosophy,

 

purpose, mission, vision, aim, or end.  The member's job

 

description version of the functional structure provides

 

validity in support of the organization aim.  The

 

"Fundamental Interpersonal Relations Orientation - Behavior"

 

(FIRO-B) testing instrument presents the ability to judge

 

the statistical significance of raising productivity through

 

more fuctional visibility.

 

      Computer technology permits the valid and reliable

 

      

 

 

 

 

Theory W  page  5                                  Summation

 

representation of the organization's strategy structure,

 

reaching from the mission statement of the annual report to

 

every worker-member.  The strategy structure database

 

permits reliable rearrangement into member worktasks for

 

periodic review by the worker, the formal hierarchy, and

 

even the informal group.

 

      Improvement programs like management by objectives

 

(MBO), total quality management (TQM), control through

 

variance analysis (VA), leadership of future transition

 

(LOFT), program evaluation and review technique (PERT),

 

critical path method (CPM), organizational development (OD),

 

profit improvements, reorganizations, and any other similar

 

programs are compatible within the umbrella of Theory W.

 

      Problem abstract. Too narrowly, does worker

 

productivity come forth from government statistics.  Too few

 

employees and employers are measured as productive workers.

 

      Too often, strategy experiences difficulty in breaking

 

forth from the mission statement of the annual report.

 

      In too few instances, does management transfer

 

functionalism into their organization from engineering, from

 

architecture, from linguistics, from sociology, from

 

mathmatics, from Fayol, and from Taylor.

 

      Higher technology machines and advancing psychology

 

continue to pressure the deficiencies of the formal-

 

functional, matrix, and hybrid organization structures of



      

 

 

 

 

Theory W  page  6                                  Summation

 

management textbooks.  Therefore Theory W provides a

 

separation of organization structures into pure formal, pure

 

informal, and pure functional.  The latter equates to

 

strategy and identifies with the functionalist movement.

 

Part contents                                           Page 

 

          Front materials                                  1

Part 1  - Theories of organization                       127

Part 2  - The essence of Theory W                        328

Part 3  - The individual as an organization              482

Part 4  - Multiple member organizations                  760d

Part 5  - Experimental measurement                       871

          Back materials                            984-1027

          Appendicies                                a1-a318

 

 

Chapter contents                                        Page 

 

             Summary                                       3

             Acknowledgement                               9

             Preface                                      21

             Contents including figures & tables          68

             Glossary                                     78

             Introduction                                108

 

Chapter 1  - Industrial administrative history           134

        2  - Educational administrative history          169

        3  - Organization scholars                       223



      

 

 

 

 

Theory W  page  7                                  Summation

 

Chapter 4  - Organization structures                     298 

        5  - A three-sided pyramid of organization       330

        6  - Theory W propositions and hypotheses        390

        7  - Entrances to the Theory W structure         414

        8  - Time as one essence of life                 485

        9  - The expert worker                           538

        10 - The form of Theory W                        630

        11 - Individual case studies                     656

        12 - The challenge of Theory W                   762d

        13 - Business case studies                       791

        14 - Education case studies                      819

        15 - Experimental modeling                       872

        16 - The FIRO-B testing instrument               889

        17 - Critique                                    901

        18 - Functional church                           973

             Bibliography                                984

             Index                                      1012

 

Appendix A - Dissertation proposals                       a2

         B - Electronic wording                          a55

         C - Dissertation delimitation                  a236

         D - The myth master                            a243

         E - Is more education an addiction?            a253

         F - A different culture                        a270

         G - Bridge in a whole life                     a291

         H - Inquiring into personality                 a300

         I - A purposeful aim                           a306

 

Accreditation 

      Dedication.  This dissertation dedicates to those

literate individuals who desire the benefits of

organization.  Theory W presents a challenging and

beneficial way to write and to read an organization's

functional structure.

      Function.  In mathmatics, B=F(A) is a functional



 

      

 

 

 

Theory W  page  8                                  Summation

equation, where A is "the independent variable or the

argument of the function (272 sv)," and B is the dependent

variable.  The dependent variable can also be seen as the

output of an organization where the independent variable can

be seen as the input of an organization.  "The function F is

regarded as a mapping by which the element A is related to

its image, the element B (272 sv)."  Theory W provides the

functional task map of any organization.

 

   Functional.  2: existing or used to contribute to the

   development or maintenance of a larger whole.  (61 sv)

   

   Functionalism.  Term used in architecture to describe 

   the belief that the form...  should be determined by

   practical considerations such as planning and

   structure....  The process of design begins with an

   analysis of the...  function and the best technical means

   of meeting it and that aesthetic character, instead of

   being superimposed, emerges as part of the same process.

      The approach to language study that is concerned with

   the functions performed by language, primarily in terms

   of cognition (relating information), expression

   (indicating mood), and conation (exerting influence).

      In the social sciences, theory of the relationships of

   parts of a society to the whole and of one part to

   another.  (272 sv)

 

      Outline of defense.

 

      Topic selection.  Appendix C narrows the Library of

 

Congress Subject Heading of administration to the topic of

 

matrix organization.

 

      Spirit.  For three decades the author has improved

 

organization systems.  With that background of constant

 

improvement, he now desires to improve general organization

 

theory by way of publication, and specifically, to improve



 

      

 

 

 

Theory W  page  9                                  Summation

 

functional organization theory, beginning with this

 

dissertation project.

 

      Rigor.  The glossary includes definitions of scholar

 

and dissertation, among others.  These classic definitions

 

will be pursued for a management science gestalt view of any

 

organization - including the individual person.

 

      Reliability.  Over a dozen application cases are

 

presented, many in detail.

 

      Validity.  Theory W checks against the universe of

 

organization development, provides structure to the process

 

of strategy, and makes the important theoretical leap of

 

encompassing the individual as an organization.

 

      Topic importance.  Strategy quantification provides a

 

tool for insuring the success of an organization's

 

synergistic process.

 

      Petition for PhD. The Kensington University form

 

titled "Petition For Graduation" under cover letter dated 22

 

June 1988 authorizes this final submission for the academic

 

degree of PhD under accreditation by the State of

 

California.  The transcript of said university evidences the

 

approval of this dissertation.

 

Chapter for acknowledgements 

 

      Respect

      Time

      Challenge

      Philosophy of life



 

 

 

 

 

Theory W  page 10                           Acknowledgements

       First, I acknowledge the assistance of innumerable

scholastic encounters over many years.  Many are quoted or

otherwise referenced in the text with no permissions

solicited.

      Another acknowledgement facet aims at the more general

idea of human encounter - specifically the respect, time and

encouragement, and challenge that each person deserves by

virtue of being human.

      Additionally, as most authors do, I acknowledge my (1)

parents, (2) spouse, (3) family, (4) extended family, (5)

job associates, and (6) writing associates.

      Many authors also mention their writing work in "labor

of love" terms.  I feel this means "not primarily for the

production of economic reward."  And I also share the

non-monetary view in writing this work.  Thus this work

comes out of loving labor - that of respect, time and

encouragement, and challenge.  However - for "good work"

there usually exists direct or indirect economic reward.

      Some authors also reference specific difficulties

overcome or yet to be confronted.  In my case, with this

work being a non-traditional and external dissertation, the

future challenge points to publication of my ideas.

      With the above acknowledgements, I acknowledge my

individual uniqueness - and hopefully a writing style which

will continue to develop and provide the good feelings

 

 

 

 

 

Theory W  page 11                           Acknowledgements

associated with growth and learning.

      Building on the idea of continual development, one can

conclude that I am driven by something beyond lineage,

money, adversity, or uniqueness.  Thus I expand the

following points to transcend the mere mention of

individuals in an acknowledgement section -

 

      respect,

      time,

      challenge, and

      a philosophy of life.1

      Ariotti (1977), in editing Bronowski's (1977) short

works, stresses a unifying philosophical theme using

 

Bronowski's own words.

 

   There cannot be a decent philosophy, there cannot even be

   a decent science, without humanity.  For me, the

   understanding of nature has as its goal the understanding

   of human nature, and of the human condition within

   nature.  (65 ix)

      Ariotti adds that "Science, the arts, and the

humanities...  remain facets of the same human capacity for

imagination and understanding."  Imagination and

understanding are human work, thus science, the arts, and

the humanities are human work - all day, every day.

 

____________________

 

      1 The dissertation for the degree of Doctor of

Philosophy would seem to be the correct place for the

expression of the author's philosophy, and especially so if

the philosophy clashes with traditional norms.  Thus the

spirit of academic freedom takes form in this dissertation.



 

 

 

 

 

Theory W  page 12                           Acknowledgements

 

Respect 

 

      A toast to work, work, work.

 

   To the wisdom of the system - that human system which

   does, in fact, work.

 

   To individuals who, by nature, respond to the challenge

   of improving that human system - because we work.

 

   To those system-improving individuals, who, through

   freedom of choice; improve their self, and then go on to

   challenge others - that's the ultimate work.

​       Scholarship. Who are the specific people who deserve

acknowledgement - in the print of eternal life?  A simple

answer - "Too many to mention."  Many people touch an

individual's mind other than the traditional school.  And I

have enjoyed that intimacy of mind.  Yet, at this beginning

of what may be my writing career (and perhaps it's finish),

I question my association with the body of scholarship.

Simply put, I continue to have difficulty in finding

interested parties of "like-mind."  That may simply amount

to a personal weakness which the dissertation process will

begin to solve.

      Personal weakness. Although the wise world waits to

be enjoyed, our time imposes limits on specific individual

enjoyment.  Those precious lifetime hours relentlessly tick

away.  I acknowledge that "it's never too late" because

choice to action continually presents opportunity.  I will

 

die trying. 

 

 

 

 

 

Theory W  page 13                           Acknowledgements

Time 

      Because time relentlessly ticks away, the way in which

the individual spends their limited amount becomes critical

- in an organized sense.  The individual organization has

the basic resource of time and thus time can be seen as

critical.  And common sense can indicate that one's chosen

time-consuming activities can result in enjoyment.  Yet who

of us scientifically tracks their time?

      Are individuals afraid of that basic human time-truth

in its closest and most universal form - the now?  Weekly

time-truth provides one of the more important entrances into

Theory W.

      The oldest recorded lifetime. Beyond my personal

encounters of a 96 year grandmother and other kin heading in

that direction, I acknowledge the longest recorded lifetime.

Long life, although an accomplishment by itself, does not

guarantee effectiveness - specifically the effectiveness of

personal enjoyment.  Thus the time spent by the individual

organization for the purpose of life enjoyment can become

the challenge of a lifetime.  I dare say a universal

challenge.

      The productivity or effectiveness of any one

individual life toward enjoyment differs from the challenge

of living a long life.  The two are separate, and to

personally control one's own effective life requires

acknowledgement of time measurement.2



 

 

 

 

 

Theory W  page 14                           Acknowledgements

 

Challenge 

      Apart from our knowledge of people living into their

90s, a purported decline in intelligence with age provides a

bleak mindless future for all of us.

 

   Pure intelligence, having reached its height at around

   18, slowly begins to drop off.  (245 2)

      Yet instead of the traditional languish of retirement,

our choice to stay intellectually active remains possible.

 

   In the more practical sciences, experience is at least as

   great a premium as IQ, and age helps.  (245 2)

      Thus time must be precious and time spending should be

worthy of close scrutiny.

      Then comes the popular media who alert us that people

in most of the careers shown in the following table are

subject to age discrimination.  Thus on one hand age helps

as in the quote above, but on the other hand only to age 50!

And one would expect that the popular media both reflects

and feeds the mindset of employers.

 

____________________

 

      2Control being the comparison of plan with actual

for the purpose of choosing further action.



 

 

 

 

 

Theory W  page 15                           Acknowledgements

Table 1 - Age of career usefulness 

____________________________________________________________

 

ARTS       composer            15+   years

           lyric poet          17-27

           painter             20+

           novelist            30+

           historian           35-50

           philosopher         40-85

BUSINESS   computer operator   21-28

           advertising         22-30

           salesman            21-35

           personnel           30-45

           accountant          35-50

           US president        36-80   

____________________________________________________________

Note: (245 2).

      In our lifetimes, seemingly without fail, we celebrate

years of age with birthdays.  Beyond those annual events,

however, time seems to slip away for most individuals and

organizations.  The intervening days, weeks, months, and

quarter-years of those possible lost years are celebrated

less than the yearly birthdays.

      Within the life of the multi-individual organization,

yearly birthdays equate to the closings of the annual and

monthly business cycles.  And those closings are usually

accompanied by reports of summary and variance analysis,

sometimes with a hint of celebration.  Thus both individuals

and multi-member organizations have annual birthdays, and in

many cases renewal can become the focus.

      Since yearly and other periodic celebrations can be a

form of renewal, logic would suggest that less-than-yearly



 

 

 

 

 

Theory W  page 16                           Acknowledgements

reviews would offer a more manageable period for renewal.

Thus Theory W, with its weekly control period, should

provide a more attractive time-organization challenge for

both individuals and multiple-individual organizations.

      Work. Growth takes time in the sense that growth

activities take time.  More simply, growth activities are

work, and work takes time.  To enjoy, to grow, and to work

more effectively demands serious practice of organization

principles.  And to that end, "There is no instant

genius".3

 

Philosophy of life 

      Individuals operate their lives within certain

philosophical conceptualizations - either consciously stated

or unconsciously practiced.  And when an individual

practices conscious scholarship, they can be both scientific

and rational.  The rational side of scholarship, I believe,

must clearly disclose one's philosophy of life.

      Doctor of Philosophy scholarship. It would follow

from the principle of clear disclosure, that the defense of

the terminal PhD degree would require a clear statement of

science and transcendent rationality as part of the

 

____________________

 

      3An operating premise frequently shared by

K.B.Abernathy, whom at the time of my interface with him,

was President of Mercury Marine.  He proceeded to the

position of Board Chairman of the Brunswick Corporation.  He

was respectful, took the time, and set the challenge.



 

 

 

 

 

Theory W  page 17                           Acknowledgements

dissertation.  I further believe that such a philosophic

statement in the dissertation must appropriately tie to a

personal statement about the writer's philosophy of life.

Thus the ideas professed in the dissertation have a rational

context in their quest to transcend the current body of

knowledge.

      In my mind, a mature PhD must have a logical

philosophical context which encompasses rationality and

science.  And religion has a place in the philosophy of life

statement - separate from the statement of science, yet both

can be integrated and reconciled.  I strive to identify the

principles that are not negotiable in a personal context.

      Religion. In terms of religious belief and basic

human needs, I acknowledge my life philosophy in the table

below.  Such a statement has important implications in

leading individuals to structure effective organizations.

 

Table 2 - Tasks of different life philosophiesa

___________________________________________________________

 

Religious loveb            Basic needsc

_______________________    ___________

 

challenge                  growth

time and encouragement     relatedness

respect                    existence

___________________________________________________________

Note: aLife-task items are stated in hierarchical order.

      bJesus' love as interpreted by the writings of John

Powell,S.J.

      cDeemed statistically significant from Alderfer's

experiments.



 

 

 

 

 

Theory W  page 18                           Acknowledgements

 

      Through the scholarly referencing of these several

life philosophies, I, in effect, recognize and acknowledge

the transcendent purposes which this dissertation supports -

the dissertation being much more than just a student

exercise for me.Æ4æ Beyond the dissertation as just a

student exercise, lies the integrated and mature exercise -

that application of enough emotional energy to (1) make the

action choices, and (2) complete the work tasks which

support the individual and multi-individual organizations of

one's life.  I think that emotional energy comes from the

Maslow self-esteem item which is encompassed by the Alderfer

relatedness item.  I conclude that one must have relatedness

to learn, to grow, and to write.

      The mature PhD. Beyond the student exercise of

referencing the religious and psychological philosophies of

the above table, I integrate them in the table below.  The

result being a hierarchical statement as my unique

philosophy of life.

 

____________________

 

      4 BGSU course EDAS797 in the Spring 1986 considered

the dissertation at least half a student exercise - a sign

of traditional structure in contrast to a non-traditional

orientation of an older student.



 

 

 

 

 

 

Theory W  page 19                           Acknowledgements

 

Table 3 - A chosen philosophy of life 

___________________________________________________________

 

Work tasks

_______________________

 

growth

challenge

relatedness

time and encouragement

respect

existence

___________________________________________________________

Note: Integration of previous tables.

      The universality of the above reaches beyond the names

and dates of the authors.  And the reconciliation with other

cultural views remains for future work.

      A daughter's acknowledgement. My daughter Sue

describes me as a free spirit.  Yes, I have traveled and

lived in many states and a few countries, yet more important

to me, I have traveled in mind - past several opportunities

for addiction and co-dependence.  This means that my

thoughts have traveled to a purpose for life - more

specifically, the reasons why life-time is spent.

 

 

 

            Author  ________________________________ _______

                    H.L.Otto - Kensington University    Date



 

 

 

 

 

Theory W  page 20                           Acknowledgements

 

Next 

      The above table of chosen life-philosophy will be

referenced in the introduction and will be used in the part

on the functional organization of the individual.

      But first, the preface explores (1) the more specific

context into which this dissertation fits, and (2) the

development of a hierarchy of purposes for this

dissertation.

      After the preface and introduction, we will move to a

literature review of organization theories.  Other parts

will (a) expose the essentials of Theory W, (b) provide

numerous application examples, and (c) provide a pre- and

post-test measurement for organization productivity.

      Appendix A provides insight into several proposals for

dissertation.  Appendix C delimits the dissertation topic as

a prerequisite for the introduction.



 

 

 

 

 

                                            Theory W  page 21

 

Chapter for preface

      Review of prior material.  An acknowledgement section

of a book or dissertation normally narrates the author's

indebtedness to named people.  The foregoing acknowledgement

section breaks from that direct people orientation.  Instead

of the people's-name viewpoint, the acknowledgement section

took a functional-task view as shown in the table entitled

"A chosen philosophy of life."  That table conceptually

acknowledges a higher-order philosophic purpose for this

dissertation rather than an indebtedness to the people of,

let's say, formal authority.  Thus we begin with a key

distinction which Theory W professes - an alternative to the

formal authority of named people.  That alternative can be

seen to be functional authority.

      A higher order of philosophic purpose readily applies

to life in general and thus can facilitate the

differentiation between ideas of scientific method,

scholarship, and transcendent thinking.  The ultimate beauty

in focusing on higher-order philosophic purpose comes to the

fore when a pure functional organization structure links the

transcendent, scholarship, and scientific problem-solving

tasks into a general life philosophy that can be tailored,

through choice, to the unique individual or to any unique

organization of two or more people.  The table of chosen

life-philosophy in the previous acknowledgements section



 

 

 

 

 

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.



 

 

 

 

 

                                            Theory W  page 68

 

Chapter for charts 

 

Figures                                                 Page 

 

Figure 1 - An unformal organization database              94

Figure 2 - A poem of failure                              96

Figure 3 - A whole hour organization database            100

Figure 4 - A poem of work                                105

Figure 5 - A poem about writing                          106

Figure 6 - Formal versus functional organization         128

Figure 7 - A performance evaluation example              131

Figure 8 - Visual of a general aim chart                 161

Figure 9 - Visual of a specific aim chart                162

Figure 10 - Formal organization chart                    301

Figure 11 - Matrix mgt positions                         302

Figure 12 - Pure formal base of Fig.10                   302

Figure 13 - Requisite abilities                          305

Figure 14 - Functions each & all                         308

Figure 15 - 1936 matrix chart                            310

Figure 16 - Mature matrix                                312

Figure 17 - Matrix formal bosses                         313

Figure 18 - Matrix many bosses                           313

Figure 19 - Beyond matrix                                314

Figure 20 - Product structure                            314

Figure 21 - Informal projects                            315

Figure 22 - Operational islands                          316

Figure 23 - Projects work flow                           318

Figure 24 - People interfaces                            319

Figure 25 - Work flow hierarchy                          320

Figure 26 - Functional database                          323

Figure 27 - Behavioral extinction                        372

Figure 28 - Covert organizational aspects                373

Figure 29 - A view of intervention                       375

Figure 30 - Action research variables                    376

Figure 31 - Change as outcome variables                  377

Figure 32 - Outcome measurement                          379

Figure 33 - Input and output variables                   380

Figure 34 - Input-output terms                           381

Figure 35 - Job change strategy                          382

Figure 36 - Structured task fulfillment                  383

Figure 37a - The OD realm                                384

Figure 37b - The OD realm                                385

Figure 38 - Structure versus work process                386

Figure 39 - Perverse formal structure                    402

Figure 40 - Thinking pyramid                             403

Figure 41 - Organization approaches                      404

Figure 42 - Organization types                           407

Figure 43 - Dissertation's functional organization       483

Figure 44 - The timeline of a lifetime                   510



 

 

 

 

 

Charts                                          Theory W  69

 

Figure 45 - Gandt chart functional task timekeeping      512

Figure 46 - Database functional task timekeeping         513

Figure 47 - Graphic of a catatonic self                  540

Figure 48 - Graphic of a normal self                     541

Figure 49 - Universal human needs as a life aim          543

Figure 50 - ERG as the individual's org                  546

Figure 51 - An independent self                          569

Figure 52 - Waretime timekeeping                         624

Figure 53a - 1960s Gandt, PERT & CPM applications        632

Figure 53b - 1960s Gandt, PERT & CPM applications        633

Figure 53c - 1960s Gandt, PERT & CPM applications        634

Figure 54a - Computerized application                    635

Figure 54b - Computerized application                    636

Figure 55a - Flowchart examples                          637

Figure 55b - Flowchart examples                          638

Figure 56a - Project budget control                      639

Figure 56b - Project budget control                      640

Figure 56c - Project budget control                      640

Figure 56d - Project budget control                      641

Figure 57 - Project task time-dollar forecasts           642

Figure 58 - Operations and projects                      643

Figure 59a - Project time control                        644

Figure 59b - Project time control                        645

Figure 60 - Why flow charts                              646

Figure 61 - Individual's life-work flow                  663

Figure 62 - Non-detail-old structure                     671

Figure 63a - Spiral notebook detail                      706

Figure 63b - Small notebook detail                       708

Figure 63c - Notepad detail                              709

Figure 63d - Phone-o-gram detail                         710

Figure 63e - Service billing detail                      711

Figure 63f - Computer detail                             712

Figure 63g - Activity detail                             713

Figure 63h - Notebook detail                             714

Figure 63i - Datebook detail                             715

Figure 63j - Function detail                             717

Figure 63k - Written detail                              719

Figure 63l - History detail                              720

Figure 63m - Flow of history detail                      721

Figure 63n - Validity detail                             722

Figure 63o - Clock detail                                723

Figure 63p - Awareness detail                            725

Figure 63q - Priority of detail                          726

Figure 63r - Job detail                                  727

Figure 64a - Department time                             729

Figure 64b - SB time                                     730

Figure 64c - OP time                                     731

Figure 64d - SB time                                     732

Figure 64e - HO time                                     733



 

 

 

 

 

Charts                                          Theory W  70

 

Figure 64f - No-progress list                            734

Figure 65a - NW worktime                                 738

Figure 65b - NW worktime self-review                     739

Figure 66a - NW narrative job desc                       741

Figure 66b - NW narrative job desc                       742

Figure 67 - Dean's worknet                               746

Figure 68a - Alice's worknet - before                    747

Figure 68b - Alice's worknet - before                    748

Figure 69a - Alice's worknet - after                     749

Figure 69b - Alice's worknet - after                     750

Figure 70a - Worktime database                           767

Figure 70b - Worktime database                           768

Figure 71 - Quarterly summary                            769

Figure 71d - About member organizations                  760d

Figure 72 - Identify individual work tasks               763d

Figure 73 - Student as expert worker                     787

Figure 74 - Bill of material                             792

Figure 75 - Input mechanism                              793

Figure 76 - Materials control chart                      794

Figure 77 - Charts vs workweb                            795

Figure 78 - Worktask database                            796

Figure 79a - Position 400                                797

Figure 79b - Position 400                                798

Figure 79c - Position 400                                799

Figure 79d - Position 400                                800

Figure 79e - Position 400                                801

Figure 79f - Position 400                                802

Figure 79g - Position 400                                803

Figure 80a - Plastics workweb                            804

Figure 80b - Plastics workweb                            805

Figure 80c - Plastics workweb                            806

Figure 80d - Plastics workweb                            807

Figure 80e - Plastics workweb                            808

Figure 80f - Plastics workweb                            809

Figure 80g - Plastics workweb                            810

Figure 81 - UPS workweb                                  811

Figure 82 - Network plan                                 812

Figure 83 - Task network                                 813

Figure 84a - Graphic complexity                          814

Figure 84b - Graphic complexity                          815

Figure 85 - Far reaching capacity                        816

Figure 86 - Individualization capacity                   817

Figure 87 - Performance from contact                     834

Figure 88 - Tasking of adm files                         835

Figure 89 - Research approaches                          873

Figure 90 - Behavior training                            874

Figure 91 - Worker resemblence?                          875

Figure 92 - Another research approach                    877

Figure 93 - Finding test instruments                     890



 

 

 

 

 

Charts                                          Theory W  71

 

Figure 94 - FIRO-B authorization                         894

Figure 95 - FIRO-B materials                             895

Figure 96a - FIRO-B trial                                896

Figure 96b - FIRO-B trial                                897

Figure 96c - FIRO-B trial                                898

 

Tables                                                  Page 

 

Table 1 - Age of career usefulness                        15

Table 2 - Tasks of different life philosophies            17

Table 3 - A chosen philosophy of life                     19

Table 4 - Author's business career                        26

Table 5 - Author's non-employment activity                29

Table 6 - Education career pursuits                       30

Table 7 - Author's education career                       31

Table 8 - Hierarchical purposes of this dissertation      36

Table 9 - Chronoloogy of dissertation project             52

Table 10 - Dissertation should-have-been periods          53

Table 11 - Traditional vs non-traditional institutions    55

Table 12 - Plan of Theory W presentation                 120

Table 13 - Purposes of this paper                        120

Table 14 - A Solomon-temple organization hierarchy       136

Table 15 - Beginnings of administrative science          137

Table 16 - Organization theories - phase 1               140

Table 17 - Elements of the function administration       143

Table 18 - Organization theories - phase 2               145

Table 19 - Theory W versus quality circle                153

Table 20 - Span of control geometric progression         155

Table 21 - Organization theories - phase 3               159

Table 23 - Boss expectations, worker achievement         172

Table 24 - Chronology of administrative theory           173

Table 25 - Organization theories - phase 5               178

Table 26 - Organization theories - phase 6               180

Table 27 - Organization theories - phase 7               200

Table 28 - Organization theories - phase 8               221

Table 29 - Administrative theorists                      224

Table 30 - Theorists chronology                          228

Table 31 - Early modern administrative literature        241

Table 32 - Strategies of deliberate changing             242

Table 33 - Nine inventions                               242

Table 34 - OD variables                                  243

Table 35 - A hierarchy of science                        262

Table 36 - Fayol's work-life                             277

Table 37 - The machine bureaucracy                       307

Table 38 - Conflict resolution modes                     321

Table 39 - Herzberg's factor theory                      321

Table 40 - Functional structure in database format       328

Table 41 - Strategy variables defined                    340

Table 42 - Functional Greek strategy                     342



 

 

 

 

 

Charts                                          Theory W  72

 

Table 43 - Greek army-citizen's tasks                    342

Table 44 - Greek general's work tasks                    342

Table 45 - Theory W & MOGSA hierarchies                  349

Table 46 - Structures of Theory W pyramid                364

Table 47 - OD versus Theory W                            387

Table 48 - Theory definition                             391

Table 49 - Theory W definition?                          394

Table 50 - Theory performance measurement                396

Table 51 - A worker's worknet                            400

Table 52 - Scholarly research whollism                   419

Table 53 - OD areas of knowledge                         420

Table 54 - Scientific method                             423

Table 55 - Operations research method                    424

Table 56 - Classification of models                      425

Table 57 - Research study general steps                  427

Table 58 - Tech report general outline                   427

Table 59 - Popular report outline                        428

Table 60 - Theory Z installation steps                   433

Table 61 - Simplistic job goals                          462

Table 62 - Knowledge of Theory W                         468

Table 63 - Life-tasks & Maslow-tasks                     473

Table 64 - Life-tasks validity statistics                474

Table 65 - A philosophy of life and wholehour validity   493

Table 66 - Dissertation's work & wholehour validity      494

Table 67 - Positive non-syndrom characteristics          497

Table 68 - Specific dissertation tasks                   508

Table 69 - Examples of individual timekeeping            518

Table 70 - Computerized timekeeping                      519

Table 71 - Individual hours & personal effectiveness     521

Table 72 - Summary of project spending                   522

Table 73 - Student time-oriented learning contract       524

Table 74 - Weekly time research                          525

Table 75 - Time spending checkbook                       527

Table 76 - Time Spending Checkbook in Whole Hours        531

Table 77 - Week 4194 activity variance analysis          536

Table 78 - Week 4294 activity variance analysis          537

Table 79 - Week 4394 activity variance analysis          538

Table 80 - Hierarchical loving action                    547

Table 81 - Evaluation of career work                     561

Table 82 - Workweb of time-data collected                570

Table 83 - Hierarchical workweb of time-data collection  570

Table 84 - Expert worker functions                       583

Table 85 - Functional tasks from document 137            585

Table 86 - Functional tasks from document 137            586

Table 87 - Work tasks relatedness of 137                 587

Table 88 - Task hours and effectiveness                  611

Table 89 - Life philosophy tasks                         612

Table 90 - Spirit and life philosophy                    613

Table 91 - Spirit & whole-hours                          614



 

 

 

 

 

Charts                                          Theory W  73

 

Table 92 - Web of any organization                       647

Table 93 - Early modern administrative literature        654

Table 94a - Task hours and effectiveness                 659

Table 94b - Task hours and effectiveness                 660

Table 95a - Strategy in ranked order                     661

Table 95b - Strategy in numeric order                    662

Table 96a - Dissertation tasks                           664

Table 96b - Time tracking                                664

Table 96c - Timing, dissertation & strategy tasks        666

Table 97 - Indent structure                              670

Table 98 - FBC tasks                                     673

Table 99 - FBC tasks                                     675

Table 100 - FBC tasks structured                         676

Table 101 - FBC tasks integrated                         682

Table 102 - The expert worker's spirit                   687

Table 103 - Functions of the expert worker               688

Table 104 - Tasks of different life philosophies         689

Table 105 - Ranked expert worker functions               690

Table 106 - Bible spirit and life philosophy             691

Table 107 - Spirit philosophy & whole-hour life-tasks    692

Table 108 - FBC tasks integrated                         696

Table 109 - Bible spirit and life philosophy             698

Table 102 - Scheduled actions for the week               700

Table 103 - An individual's task hours                   701

Table 104 - BM worknet                                   736

Table 105 - NW's Theory W job description                740

Table 106 - NW's narr in Theory W format                 744

Table 107 - Universal individual workweb?                755

Table 108a - Personal card workweb                       755

Table 108b - Personal card workweb                       757

Table 109 - Quality of life worknet                      763

Table 110 - An individual org evaluation                 766

Table 111 - Work, tasks, and job assignment              764d

Table 112a - HO SM weweb                                 776

Table 112b - HO JF weweb                                 776

Table 112c - HO C weweb                                  777

Table 112d - HO N weweb                                  777

Table 113a - College logic                               778

Table 113b - College logic                               778

Table 114 - College-student workers                      786

Table 115 - Hi-tech teaching                             789

Table 116 - ORSC annual report workweb                   812

Table 117 - Bridge workweb                               818

Table 118 - Tabor workweb                                821

Table 119 - WC workweb                                   822

Table 120 - Structuring while reading                    823

Table 121 - Concord workweb                              825

Table 122 - CC faculty handbook workweb                  827

Table 123a - BA 483 workweb                              836



 

 

 

 

 

Charts                                          Theory W  74

 

Table 123b - BA 483 workweb                              837

Table 123c - BA 483 workweb                              839

Table 123d - BA 483 workweb                              840

Table 123e - BA 483 workweb                              840

Table 124 - BC handbook workweb                          842

Table 125 - BC self-study workweb                        844

Table 126 - BC catalog workweb                           845

Table 127 - Evaluation form workweb                      847

Table 128 - Early workweb structure                      852

Table 129 - BC mission workweb                           853

Table 130 - BC faculty handbook workweb                  857

Table 131 - Otto's 8952 performance                      866

Table 132 - Theory W research                            884

Table 133 - Scientific vs artistic                       903

Table 134 - Week 4294 activity variance analysis         920

Table 135 - Week 4394 activity variance analysis         928

Table 136 - Literature incongruities                     938

Table 136 - Week 4194 activity variance analysis         950

Table 137 - Age of career usefulness                     940

Table 138 - The philosopher career appears in the resume 942

Table 140 - Analysis of Harv's recent friends            960

Table 141 - Relatedness and other hours                  961

Table 142 - Theory W output file - phase 1               965

Table 143 - Theory W output file - phase 2               965

Table 144 - Theory W output file - phase 3               966

Table 145 - Theory W output file - phase 4               966

Table 146 - Theory W output file - phase 5               967

Table 147 - Hours of writing                             972

Table 148 - Improving volunteering rate                  972

Table 149 - Harv-Sue work-web                            974

Table A1 - Fielding HOD program                          a30

Table A2 - Dissertation topic investigation              a42

Table A3 - Sketch of dissertation                        a51

Table B4 - PhD program entrance examination results      a58

Table B5 - The birth of a writing life-component         a61

Table B6 - Growing a writing life-component              a61

Table B7 - A writing life-component time series          a62

Table B8 - A writing life-component continued            a63

Table B9 - A suggested writing process                   a64

Table B10 - Third grade writing advice                   a80

Table B11 - Where wisdom resides                         a81

Table B12 - A pattern of ranked writing tasks            a87

Table B13 - A LOCSH exploration of writing               a90

Table B14 - Writing advice grows in complexity           a95

Table B15 - Writing advice now needs structure           a99

Table B16 - Title page with strategic aim               a105

Table B17 - Initial dissertation outline                a108

Table B18 - Writing process as a sequenced list         a113

Table B19 - More structured writing advice              a114



 

 

 

 

 

Charts                                          Theory W  75

 

Table B20 - Essence of study-reading preparation-notes  a121

Table B21 - Theory W version of prep-notes essence      a122

Table B23 - Contents                                    a139

Table B24 - Heading levels                              a140

Table B25 - List of possible headings                   a140

Table B26 - Table and figure format                     a142

Table B27 - Footnote format                             a143

Table B28 - An individual's critical path for writing   a155

Table B29 - A checklist for revision                    a160

Table B30 - Paragraph contents                          a161

Table B31 - Contents of personal library                a190

Table B32 - An example of a personal library poem       a202

Table B33 - An example of a personal library poem       a202

Table B34 - Creation of positive-feeling tasks          a223

Table B35 - Wholeness day by day                        a234

Table B36 - Basis of daily wholeness                    a234

Table B37 - Subject heading topic search                a237

Table E38 - Limits of the family system measurement     a261

Table E39 - Syndrome characteristics by group           a263

Table E40 - Positive non-syndrome characteristics       a264

Table E41 - Personal list of eustressors                a267

Table F42 - Schelling's time hierarchy                  a282

Table F43 - Hegel's time hierarchy                      a283

Table F44 - Holderlin's time hierarchy                  a284

Table F45 - Lingering - a poem                          a288

Table G46 - The logic of bridge in Theory W language    a295

Table G47 - Point counting                              a296

Table G48 - Opener bids                                 a297

Table G49 - Responder to opener bids                    a298

Table G50 - Overcaller bids                             a299

Table H51 - The attractiveness of individuals           a303

Table H52 - Categories of the spirit                    a305

Table I53 - Tabor College mission in database form      a313

Table I54 - Church service                              a315

Table I55 - Civic service                               a315

Table I56 - Performance evaluation to Tabor tasks       a316

Table I57 - A worker's task hours & effectiveness       a318



 

 

 

 

 

                                           Theory W  page 76

 

Chapter for contents

 

Part for front materials                                   2

      Chapter for summary                                  3

            Brief contents                                 6

            Accreditation                                  7

      Chapter for acknowledgements                         9

            Respect                                       12

            Time                                          13

            Challenge                                     14

            Philosophy of life                            16

      Chapter for preface                                 21

            Dissertation context                          23

            Personal functioning                          24

            Dissertation purpose                          35

            Case study motivation                         37

            Traditional dysfunction                       38

            Learning pathways                             48

            Independent scholarship                       55

            The external dissertation                     57

            Style distinctiveness                         63

            Administrative topic                          66

      Chapter for charts                                  68

      Chapter for contents                                73

      Chapter for glossary                                78

            Dictionary/encyclopedia definitions           78

            Thesaurus definitions                         88

            Theory W words                                92

            Other W words                                 93

            Abbreviations                                107

            Key research words                           107

      Chapter for introduction                           108

            Organization importance                      109

            Organization validity                        117

            Theory W presentation                        119

            Organization overview                        121

            The challenge of research                    123

            Quantify administration strategy             125

Part 1 - Theories of organization                        127

      Chapter 1 - Industrial administration              134

            Pre-1900                                     134

            Post-1900                                    136

            Formal was functional                        140

            Early behavioral path                        143

            Informal organization                        145

            The worker and tasks in history              153

            Summary of industrial organization theories  158

            History and Theory W                         159

            Barnard revisited                            162



 

 

 

 

 

Contents                                        Theory W  77

 

      Chapter 2 - Educational administration             169

            PhD study                                    169

            College teaching                             201

            The young child                              211

            Continued worker learning                    212

      Chapter 3 - Organization scholarship               223

            Organization theorists                       223

            Ideology structures                          233

            Ponderousness                                240

            Organization development                     241

            Organization philosophy                      245

            Faculty function                             248

            Education and the economy                    249

            Productivity in higher ed                    251

            Science for management                       260

            Matrix                                       290

            OF over matrix                               296

      Chapter 4 - Organization structures                298

            Organization defined                         298

            Formal organization                          299

            Matrix organization                          301

            First matrix                                 310

            Other structures                             312

            Matrix summary                               322

            The unit of organization                     324

Part 2 - Theory W essentials                             328

      Chapter 5 - A 3-sided pyramid                      330

            Strategy                                     330

            Strategy as a process                        348

            Elementary visualization                     358

            A proposition about work                     366

            Organization development                     368

      Chapter 6 - Propositions and hypotheses            390

            A new theory?                                390

            Proposition seeds                            396

            Propositions                                 405

            Hypotheses                                   409

      Chapter 7 - Entrances to Theory W structure        414

            Scholarly research                           417

            Literature delimitation                      428

            Case study                                   428

            Comparative theories                         431

            Philosophic foundation                       439

            What is a theory?                            450

            In-de-duction a-priori                       456

            Definition of self                           459

            Job effectiveness                            461

            Relating to empirical reality                465

            Gandt, PERT, and CPM                         469



 

 

 

 

 

Contents                                        Theory W  78

 

            Life's natural regeneration                  471

            Widget words                                 481

Part 3 - The individual as an organization               482

      Chapter 8 - Time as one essence of life            485

            Life is -                                    485

            Functional life                              492

            Thought control                              499

            Tasks are self-action                        514

            Simple weekly timekeeping                    517

            Routine and project difference               521

            Spending control                             526

      Chapter 9 - The expert worker                      538

            Self as an organization                      538

            Work defined                                 550

            Individual identity                          562

            Individual work responsibility               570

            The expert worker                            578

            Job description                              583

            Productivity                                 588

            Individual performance evaluation            591

      Chapter 10 - The form of Theory W                  630

            Theory W development                         631

            Graphic difficulty                           650

            Scholars revisited                           651

            A final rationale                            654

      Chapter 11 - Individual case studies               656

            Author's own case study                      656

            A church experience                          672

            Functional bible summary                     683

            Other individual organizations               699

            Master of our own time?                      761

            Self- vs member- evaluation                  763

            Dynamic provision                            766

Part 4 - Multiple member organizations                   760d

      Chapter 12 - The challenge of Theory W             762d

            Division of work                             762d

            Sociotechnical life                          766d

            Work enrichment                              767d

            Getting and giving                           769d

            The we workweb                               775

            Scientific management                        777

            Worker effectiveness                         784

      Chapter 13 - Business case studies                 791

            Industrial study                             791

            Transportation study                         810

            Government study                             811

            General exposure                             812

      Chapter 14 - Education case studies                819

            Control by another name                      819



 

 

 

 

 

Contents                                        Theory W  79

 

            Tabor mission                                820

            Wesley college                               821

            Concord college                              822

            Benedictine organization                     833

Part 5 - Measuring Theory W's treatment                  871

      Chapter 15 - Experimental modeling                 871

            Texts viewed                                 872

            Other literature                             880

            The testing instrument                       884

            Work-unit validity                           885

      Chapter 16 - FIRO-B test instrument                889

            Locating instruments                         889

            Ordering                                     893

            Trial                                        896

            Manual specifics                             898

      Chapter 17 - Recommendation and conclusion         901

            A post-view                                  901

            Scientific or artistic?                      903

            Student defficiencies                        904

            Wisdom realizations                          906

            So what and now what?                        939

            Function view                                946

            Postmortem                                   946

      Chapter 18 - Functional church                     973

            Work-web for Harv-Sue                        973

            Theology and church                          974

Part for back materials

      Chapter for works cited                            984

      Chapter for index                                 1012

Part for appendicies                                      a1

      APPENDIX A - DISSERTATION PROPOSALS                 a2

         Section for foreword                             a2

            Works cited                                   a3

         Section for BGSU - beginning December 1984       a3

            BGSU course EDFI 797 - Spring 1986            a6

            Fielding workshop - Spring 1987              a29

            Kensington course M698 - 1988-1993           a31

      APPENDIX B - ELECTRONIC WORDING                    a55

         Section for foreword                            a55

            Works cited                                  a68

         Section B1 - A subject out of failure           a69

            Failure                                      a69

            Motivation                                   a78

            Subject                                      a88

         Section B2 - A chosen strategy                  a96

            Theory W waxes strategy                      a96

            Notes                                       a117

            Some mechanics before style                 a125

         Section B3 - Writing as a life style           a129



 

 

 

 

 

Contents                                        Theory W  80

 

            Writing style                               a129

            Composition with a stated style             a134

            Insertion files                             a144

            Use natural learning                        a149

            Editing the first draft                     a156

         Section B4 - Wisdom stands as arguable         a164

            Wisdom                                      a164

            Argument                                    a172

            Refute the opposing view                    a184

         Section B5 - A personal-life library           a188

            Self-communication                          a201

            Post-morteum                                a203

         Section B6 - Journaling                        a211

            Works cited                                 a211

            Journaling course                           a211

            Second week                                 a226

            Retirement                                  a232

            Notes about death                           a232

            Third week                                  a233

            Fourth week                                 a234

      APPENDIX C - DISSERTATION DELIMITATION            a236

         Section for foreword                           a236

      APPENDIX D - THE MYTH MASTER                      a243

            Works cited                                 a244

            Religions have reason                       a244

            West and East always separate?              a244

            Why the weight on this subject?             a245

            The individual's wisdom                     a248

            Input into Theory W                         a249

            Christian male against female               a250

      APPENDIX E - IS "MORE EDUCATION" AN ADDICTION?    a253

            Abstract                                    a253

            Detailed contents                           a253

            Positive activities                         a262

            Well-stress or eustress                     a266

            Works cited                                 a269

      APPENDIX F - MY SWABIAN NEIGHBOR                  a270

            Dedication                                  a270

            Challenge                                   a270

            Preface                                     a270

            Contents                                    a271

         Section F1 - My swabian neighbor               a271

         Section F2 - A beauty to behold                a285

         Section F3 - The future reality                a287

            Works Cited with annotations                a290

      APPENDIX G - BRIDGE IN A WHOLE LIFE               a291

            Works referenced                            a294

      APPENDIX H - A PURPOSEFUL LIFE                    a300

            Thinking with words                         a300



 

 

 

 

 

Contents                                        Theory W  81

 

            Resultant principles                        a302

      APPENDIX I - A PURPOSEFUL JOB                     a306

            Job application & employer mission          a307

            The expert worker                           a307

            Theory W investigation of Tabor College     a309



 

 

 

 

 

                                          Theory W  page  78

 

Chapter for glossary 

 

      Dictionary and encyclopedia definitions

      Thesaurus definitions

      Theory W words

      Abbreviations

      Key words

      Summary.  In general, writing uses words.  Words in

the computer age provide word-processing databases which

enable the use of key-word searchs when isolating various

ideas.  Key-words facilitate the formation and development

of ideas.

      Further words define what ideas are about.  For example,

Theory W begins with the word "Why," taken either as an

inquiry or a cause-effect statement. Then more words are added.

      The final view of this dissertation and Theory W came

down to the key-word of functionalism, and its application to

organization theory.  If done over again, this dissertation

might first study functionalism in architecture and sociology,

then apply the fundamentals to organization.

      Next.  Subsequent chapters can now use this glossary

of word exploration to form a representation of the idea of

Theory W.

 

Dictionary/encyclopedia definitions 

 

      Act.  A thing done or being done: DEED, PERFORMANCE.

   [Also task.] In law: an external manifestation of the

   will: something done by a person pursuant to his

   volition.  [Also choice.] In psychology (1): a motor

   performance leading to a definite result [Also

   end-result.] (61 sv)

 

      Administration.  As in Business Administration, Higher



 

 

 

 

 

Theory W  page  79                                  Glossary

 

   Education Administration, and Public Administration

   undergraduate college and graduate university degree

   programs.

      Causality.  In classical mechanics causality has been

   taken to mean that all the dynamical variables of a

   system can be precisely measured and their evolution in

   time is strictly determined by the forces.  (264 sv)

      2b: the regular sequence of events that the mind

   connects from habit, innate disposition, or experience or

   that it correlates on the basis of scientifically

   elaborated theory.  (61 sv)

      Coherence theory.  The theory that the ultimate

   criterion of truth is the coherence of all its separate

   parts with one another and with experience - contrasted

   with CORRESPONDENCE THEORY.  (61 sv)

      Consanguinity.  3: a close relation or connection.

   (61 sv)

      Correlative.  2: reciprocally related especially so

   that each directly implies the existence of the other.

   (61 sv)

      Correspondence theory.  A theory holding that truth

   consists in agreement between judgements or propositions

   and an independently existing reality.  (61 sv)

      Dialectic.  1: the theory and practice of weighing and

   reconciling juxtaposed, or contradictory arguments for

   the purpose of arriving at truth especially through

   discussion and debate, a: in the pre-Socratics (1):

   argument by critical examination of logical consequences

   (2): sophistic reasoning: ERISTIC, b: in Socrates:

   discussion and reasoning by dialog as a method of

   intellectual investigation, c: in Plato (1): logical

   analysis or division of things into genera and species

   (2): the discipline that investigates the eternal ideas

   especially in their relation to the good, the true, and

   the beautiful, d: in Aristotle: a method of arguing with

   probability on any given problem as an art intermediate

   between rhetoric and pure demonstration, e: in Stoicism:

   formal logic as contrasted with rhetoric and grammar,

   2a: in Kantianism: the logic of appearances and of

   illusions dealings with paralogisms, antinomies, and

   transcendential ideas as these arise through logical

   fallacies, perceptual errors, or the endeavor to use the

   principles of understanding applicable only within

   experience for determination of such transcendental

   objects as the soul, the world, and God, b: in

   Hegelianism: a logical development progressing from less

   to more comprehensive levels that on its subjective side

   is the passage of thought from a thesis through an

   antithesis to a synthesis that in turn becomes a thesis



 

 

 

 

 

Theory W  page  80                                  Glossary

 

   for further progressions ultimately culminating in the

   absolute idea and on its objective side is an analogous

   development in the process of history and the cosmos,

   3: in Marxism a: the process of self-development or

   unfolding (as of an action, idea, ideology, movement, or

   institution) through the stages of thesis, antithesis,

   and synthesis in accordance with the laws of dialectic

   materialism, b: a method that regards change in nature

   and history as taking place in this way, 4: any

   systematic reasoning, exposition, or argument especially

   in literature that juxtaposes opposed or contradictory

   ideas and usually seeks to resolve their conflict: play

   of ideas: cunning or hairsplitting disputation:

   argumentative skill, 5: the dialectical tension or

   opposition between two interacting forces or elements.

   (61 sv)

      Dissertation.  2: an extended usually systematic oral

   or written treatment of a subject: TREATISE,

   DISQUISITION: specifically a substantial paper that is

   submitted to the faculty of a university by a candidate

   for an advanced degree that is typically based on

   independent research and that if acceptable usually gives

   evidence of the candidate's mastery of his own subject

   and of scholarly method.  (61 sv)

      Dissertation Abstracts Online contains abstracts of

   all dissertations accepted for doctoral degrees by

   accredited U.S.educational institutions and more than 200

   institutions outside the United States.  (44 21:567:1a)

      Effort.  1a: conscious exertion of physical or mental

   power 1b: expenditure of energy toward a particular end.

   (61 sv)

      Formal organization.  The hierarchic figure which 

   displays the chain of command based on 

   superior-subordinate differentiation.

      Function.  In mathmatics, B=F(A), where A is "the

   independent variable or the argument of the function

   (272 sv), and B is the dependent variable.  The dependent

   variable can also be seen as the output where the

   independent is the input.  "The function F is regarded as

   a mapping by which the element A is related to its image,

   the element B (272 sv)."

      Functional.  2: existing or used to contribute to the

   development or maintenance of a larger whole.  (61 sv)

      Functional Organization.  Function 11: an organization

   unit performing a group of related acts and processes.

   Function 1: to have a function, 2: to carry on a function

   or be in action, see Act.  Functional 2: existing or used

   to contribute to the development or maintenance of a

   larger whole: having a useful function as, a: designed or



 

 

 

 

 

Theory W  page  81                                  Glossary

 

   developed chiefly form the point of view of use,

   b: relating directly to everyday needs and

   interests: concerned with application in activity,

   6: relating or attempting to demonstrate the relatedness

   of any single aspect of culture to the maintenance of an

   integrated sociocultural whole.  (61 sv)

      Not functionalism.

      Functionalism.  Term used in architecture to describe

   the belief that the form...  should be determined by

   practical considerations such as planning and

   structure....  The process of design begins with an

   analysis of the...  function and the best technical means

   of meeting it and that aesthetic character, instead of

   being superimposed, emerges as part of the same process.

      The approach to language study that is concerned with

   the functions performed by language, primarily in terms

   of cognition (relating information), expression

   (indicating mood), and conation (exerting influence).

      In the social sciences, theory of the relationships of

   parts of a society to the whole and of one part to

   another.  (272 sv)

      Functionality.  The quality, state, or relation of

   being functional.  (61 sv)

      Inane.  2: lacking significance, meaning, or

   profundity.  (61 sv)

      Interrelated.  having a mutual or reciprocal relation

   or parallelism: CORRELATIVE.  (61 sv)

      Learning.  1a(2): the process of acquisition and

   extinction of modifications in existing knowledge,

   skills, habits, or action tendencies in a motivated

   organism through experience, practice, or exercise -

   compare MATURATION.  (61 sv)

      Logic.  1a(1): a science that deals with the canons

   and criteria of validity in thought and demonstration and

   that traditionally comprises the principles of definition

   and classification and correct use of terms and the

   principles of correct predication and the principles of

   reasoning: the science of correct reasoning - see FORMAL

   LOGIC, MATERIAL LOGIC.  (2): a system of formal

   principles of deduction or inference.  (61 sv)

      Model.  4: structural design: PATTERN 14a: a

   description, a collection of statistical data, or an

   analogy used to help visualize often in a simplified way

   something that cannot be directly observed 14b: a

   theoretical projection in detail of a possible system of

   human relationships: BLUEPRINT.  (61 sv)

      Operations research - The application of scientific

   methods to the management and administration of organized

   military, governmental, commercial, and industrial



 

 

 

 

 

Theory W  page  82                                  Glossary

 

   systems.

      The discipline is characterized by a systems

   orientation, the use of interdisciplinary teams of

   researchers, and the adaptation of scientific method to

   the conditions under which research is conducted.

   Because laboratory experimentation is inappropriate to

   large systems, for each system under study a

   representative model is devised.  The two-part model

   consists of an equation in which the appropriate measure

   of system performance is a function of the system's

   controlled and uncontrolled variables and of a

   formulation of the constraints within which the

   controlled variables can be manipulated.  A system model

   may be either a physical, graphic, or symbolic

   representation.  Symbolic models are the most abstract

   representations and frequently reveal similarities in the

   structures of very different systems.  These

   similiarities allow one system to be used as a model for

   another, such a system is called an analogue.

      Models are constructed through inspection, use of

   analogues, operational analysis, and operational

   experimentation.  The solutions derived from scientific

   testing of models are recommended to the system manager,

   who bears responsibility for their implementation and

   control.  (44 8:964:3b)

      The Kantian epistemological (or human knowledge)

   problem could centre on such a question as: what

   guarantee does the ªknowingþ subject have that his

   "models" of reality reflect reality itself?  Inasmuch as,

   in an exclusively theoretical science, the only contact

   that one has with reality is afforded by means of one's

   knowledge, the problem seems to be insoluble.

      The development of science from a theoretical to an

   experimental discipline forces philosophy to view the

   epistemological problem in a new way.  For in an

   experimental science man is in a twofold contact with

   reality, viz., by his knowledge and by his experimental

   praxis.  (44 25:579:2a)

      Moi.  1: peoples living in the mountain uplands...

   2: ruling chief or soverign.  (61 sv)

      Motivation.  2: a motivating force or

   influence: DRIVE,INCENTIVE 3: the condition of being

   motivated (61 sv).  For this paper the contition of

   motivation spends time in action - no matter what degree

   of efficiency.

      Organic.  5a(1): forming an integral element of a

   whole: FUNDAMENTAL, INHERENT, VITAL:  5a(2): involving or

   inherent in the basic character or structure:

   CONSTITUTIONAL, ORGANIZATIONAL:  5b(1): constituting a



 

 

 

 

 

Theory W  page  83                                  Glossary

 

   whole whose parts are mutually dependent or intrinsically

   related: having systematic coordination: ORGANIZED:

   5b(2): forming a complex entity in which the whole is

   more than the sum of the individual parts and the parts

   have a life and character deriving from their

   participation in the whole.  (61 sv)

      Organization.  1a: the act or process of organizing

   1b: the formation of fibrous tissue from a clot or

   exudate by invasion of connective tissue cells and

   capillaries from adjoining tissues accompanied by

   phagocytosis ingestion, isolation or destruction of

   superfluous material and multiplication of connective

   tissue cells 1c: the unification and harmonizing of all

   of the elements of a work of art 2: something organized

   2a: an organic being or system 2b: a group of people that

   has a more or less constant membership, a body of

   officers, a purpose, and usually a set of regulations

   3a: a state or manner of being organized: organic

   structure: purposive systematic arrangement:

   CONSTITUTION:  the administrative and functional

   structure of an organization including the established

   relationships of personnel through lines of authority and

   responsibility with delegated and assigned duties.

   (61 sv)

      "Industrial relations" or "organizational relations"

   as a subject of study is concerned with the behavior of

   workers in organizations in which they earn a living.

   Its theoreticians attempt to explain patterns of

   cooperation...

      [Taylor]...  did recognize differentiation among

   workers, at least insofar as degrees of skill were

   concerned.  He developed methods for time-and-motion

   studies to determine the elements of particular jobs and

   the way in which these elements should be put together

   for the greatest efficiency.  His approach focused upon

   the individual worker...

      The "Hawthorne effect" - an increase in worker

   productivity produced by the psychological stimulus of

   being singled out and made to feel important...

   (44 21:945:1a)

      Four general conclusions were drawn from the Hawthorne

   studies....  [On is] INFORMAL ORGANIZATION affects

   productivity.  Although previous students of industry had

   looked upon workers either as isolated individuals or as

   an undifferentiated mass organized in terms of the formal

   chart of hierarchical positions...  (44 29:944:1b)

      Each school has two types of social system, formal and

   informal.  The formal social system is based on official

   positions, such as "teacher," "administrator," and



 

 

 

 

 

Theory W  page  84                                  Glossary

 

   "student," on the status relationships among them, and on

   the interactions of the people who occupy them.  The

   status relationships of the formal social system may be

   observed in the administrative organization chart of the

   school.  Such a chart diagrammatically describes the

   school's social hierarchy, with administrators assigned

   to the boxes at the top, with teachers and students near

   the bottom, and supervisory personnel and "middle

   management" between.  Lines connecting the boxes describe

   status relationships.  A person's position in this

   hierarchy is usually determined by his authority and

   responsibility.

      Whereas the formal social structure is

   diagrammatically neat, the informal social system is a

   scramble of relationships that tie people together within

   and across many boxes and lines.  It represents the

   ability of people to humanize cold bureaucratic

   structures.  The informal social system also represents a

   way for people to defend themselves against persons of

   formal power and to develop power of their own.  For the

   informal social system does have power.  Teachers who do

   not like a program that they feel the administration has

   imposed on them can quietly agree among themselves to

   subvert it.  Students who do not like a school policy can

   take measures to force a change.  In these cases the

   struggle becomes one between the "establishment" and the

   informal social structure.

      The informal social system of students has

   considerable influence on academic achievement

   [productivity].  Research suggests that the students'

   informal social system may apply sanctions to support

   athletics and social activities and discourage scholastic

   achievement.  In the informal system the status of the

   brilliant student may thus not be valued, even though it

   is valued in the formal system.  (Co.S.B.) (44 18:104:1b)

      Political interest groups - In Western industrialized

   societies...  the most prominent interest group is the

   associational (i.e., secondary or factitious) type, like

   the trade union or Campaign for Nuclear Disarmament,

   which is deliberately created to serve defined purposes.

      Not all associational groups possess formal structure.

   "Wall Street" in the United States, or the "City" in

   London, though consisting of a loose network of persons

   or functions, may nevertheless exert powerful collective

   pressures.  (44 25:967:2b)

      Organization functionalization.  The application of

Theory W to an organization.

      Output.  Many times associated with outside forces.

      Philosophy. 1a: a love or pursuit of wisdom.  (61 sv)



 

 

 

 

 

Theory W  page  85                                  Glossary

 

      Postulate.  to claim as true and to proposition in

   verification of same.  (61 sv)

      Predicate.  1a: something that is affirmed or denied

   of the subject in a proposition in logic <in "paper is

   white", whiteness is the predicate>.  (61 sv)

      Rational.  1: having reason or understanding:

   REASONING.  (61 sv)

      Rationale.  1: an explanation or exposition of

   controlling principles.  2: the underlying reason:

   rational basis: JUSTIFICATION, GROUND.  (61 sv)

      Reason.  1a: an expression or statement offered as an

   explanation of a belief or assertion or as a

   justification as an act or procedure.  (61 sv)

      Reasoning.  1: the use of reason; esp.the drawing of

   inferences or conclusions through the use of reason -

   compare APPREHENSION.  (61 sv)

      Related.  1: having relationship: connected by reason

   of an established or discoverable relation, 2: connected

   by consanguinity.  (61 sv)

      Relatedness.  1: the state or character of being

   related.  (61 sv)

      Relation.  1: the act of telling or recounting, 3: an

   aspect or quality (as resemblance, direction, difference)

   that can be predicated only of two or more things taken

   together: something perceived or discovered by observing

   or thinking about two or more things at the same time.

   (61 sv)

      Reorganization.  A reorganization usually entails

   organization changes on a macro scale...  In effect,

   reorganization cannot be considered a single,

   identifiable technology of organization development, but

   rather it is simply an activity that disturbs the status

   quo of the system.  (114 257)

      Rigor.  3: a condition that makes life difficult,

   challenging, or uncomfortable; especially: extremity of

   cold [in relationships], strict precision [yet

   relative]: EXACTNESS <built upon systems of postulates by

   means of theorms developed with logical rigor - Joshua

   Whatmough>.  (61 sv)

      Also "attention to detail."

      Scholar.  1a: one who attends a school or studies

   under a teacher: PUPIL, STUDENT.  2b: a learned person;

   esp.one who has the attitudes (as curiosity,

   perseverance, initiative, originality, integrity)

   considered essential for learning.  (61 sv)

 

      Scientific method (curiosity) has given rise to

scholarship.  Scholars can be portrayed as continual

students who naturally observe.  In a course setting the

teacher/manager witnesses (grades) the student's mind and

curiosity processes.  The school wherein the courses are

offered afford a philosophical structure or strategy from

which the teacher/manager draws authority.

 

      Strategy.  2a: a careful plan or a method...  b: the

   art of devising or employing plans...  toward a goal.

   (61 sv)

 

 

 

 

 

Theory W  page  86                                  Glossary

 

      Theory W further defines strategy as the thought and

documentation process of moving from mission to objectives

and then to the implementation tasks.  The process proceeds

from top down rather than bottom up.  Top down allegories

leadership.  Top down and bottom up must exist in a

democracy.  Top down alone simulates autocracy.  Bottom up

alone simulates anarchy.

 

      System.  1a: a complex unity formed of many often

   diverse parts subject to a common purpose 1b: an

   aggregation or assemblage of objects joined in regular

   interaction or interdependence: a set of units combined

   by nature or art to form an integral, organic, or

   organized whole: an orderly working totality: a coherent

   unification.  (61 sv)

      Only chemistry and physics application. (44 sv)

      Test.  1b(1): an act or process that reveals inherent

   qualities, (2): the procedure of submitting an empirical

   statement to observational or experimental conditions

   designed to either negate or confirm it.  (61 sv)

      Theory.  2a: a belief, policy, or procedure proposed

   or followed as the basis of action: a principle or plan

   of action 2b: an ideal or hypothetical set of facts,

   principles, or circumstances 3a(1): the body of

   generalizations and principles developed in association

   with practice in a field of activity (as medicine, music)

   and forming its content as an intellectual discipline:

   pure as distinguished from applied art or science

   3a(2): the coherent set of hypothetical, conceptual, and

   pragmatic principles forming the general frame of

   reference for a field of inquiry (as for deducing

   principles, formulating hypotheses for testing,

   undertaking actions) 3b: abstract knowledge 3c(1): a

   field of intellectual inquiry 3c(2): a systematic

   analysis, elucidation, or definition of a concept - see

   COHERENCE THEORY 4: a judgement, conception, proposition,

   or formula (as relating to the nature, action, cause, or

   origin of a phenomenon or group of phenomena) formed by

   speculation or deduction or by abstraction and

   generalization from facts 4a: a hypothetical entity or

   structure explaining or relating an observed set of facts

   4b: a working hypothesis given probability by

   experimental evidence or by factual or conceptual

   analysis but not conclusively established or accepted as



 

 

 

 

 

Theory W  page  87                                  Glossary

 

   a law.  (61 sv)

      Bacon was preoccupied with empirically observed facts

   as the starting point for all science and relied on

   theories only insofar as they were derived from those

   facts.  Ideally, he held that the scientist should

   provide an exhaustive enumeration of all of the examples

   of the empirical phenomenon under investigation as a

   preliminary to identifying the natural "form" of which

   they were the manifestation.  Though Bacon remained

   unclear about the exact character of the abstraction

   involved, he is commonly assumed to have claimed that

   theoretical propositions in science are justified only if

   they have been deduced formally from such an enumeration.

      In contrast to such so-called "Baconian induction,"

   Descartes focussed upon the problem of constructing

   self-consistent and coherent deductive systems of theory,

   within which argument would proceed with the formal

   security familiar in Euclidean geometry.  (44 25:663:2b

   passim to 676:1b)

 

      Theory W.  A unifying organization structure

encompassing the concepts of strategy, formal and informal

organization, matrix organization, work task networking,

management by objectives, and cost improvement or profit

improvement programs.

      Theory W, as a pure functional structure, provides

organization authority in the form of a precedence worknet

database and weekly individual-worker performance

descriptions.

      Theory W models the organization of individuals in

addition to modeling the functional organization of the

traditional organization of two or more members.  The

organization's workers can validly and reliability measure

their weekly performance relative to functional authority.

Each week of worker task performance validates to 168

whole-hours and to the logical authority of why the task

exists.  With 168 whole-hours of weekly input, and a

selection of output tasks, the reliability of worker

productivity can be shown as a time series.  With validity

and reliability measures, the individual's work confidence

can be directed in support of the organization's purpose,

aim, mission, vision, or pure functional authority.

 

      Treatment.  1a: conduct or behavior towards another

   party, d: the action or manner of dealing with

   something...  in a specified way, f: preventative

   guidance and corrective training, 6: the techniques or

   actions customarily applied in a specific

   situation: as...a pattern of actions.  (61 sv)



 

 

 

 

 

Theory W  page  88                                  Glossary

 

Thesaurus definitions (202 sv) 

 

Key word        Explore Comment

_______________ _______ ______________________________

 

Advisor is:

counsel         yes

informant       no      negative connotation

 

Announce is:

affirm          yes     the self as the point of choice

forerun         yes     as anticipation [mission] & order

presage         yes     as the `see' words

proclaim        no      see announce

 

Authority is:

wizard

wise man                wiley [skilled]

weight

 

Confer is:

communicate     yes     see conceptual definition

consign         yes

consult with    no      see consulting profession

give            yes     data and time

talk over       no      managers talk with people

 

Cognizant is:

sensible        yes

 

Consign is:

allot           no      time oriented

commission      no      time oriented

commit          no      time oriented

transfer        no      applies to data

 

Counsel is:

confer          yes

 

Diligent is:

painstaking     no      time oriented

persevering    no      time oriented

industrious     no      time oriented

 

Erudite is:

abstruse        no      as in hidden

cultured        no      as in refined

educated        yes     as in informed

profound        no      see wise and learned



 

 

 

 

 

Theory W  page  89                                  Glossary

 

studious        yes     see diligent

 

Erudition is:

intellectualism no      see learnedness

learnedness     no      see learned

letters         no      see essays

literacy        no      see literary

reading         no      see references

 

Inform is:

inspire         yes     as encourage

report          yes

tell            no      see narrate

 

Instruct is:

advise          yes

inform          yes

order           yes

teach           yes     see teacher

 

Learned is:

erudite         yes

wise            yes

 

Literary is:

book-learned    yes     with text and LRC

written         yes     notebook and papers

 

Mentor is:

advisor         yes

teacher         yes

 

Order is:

arrange         yes     strategy definition

command         no

direct          yes     manager definition

influence       yes     authority definition

pass judgement  yes     as assign and award

 

Organization is:

arrangement     yes

association     yes

classification  no

composition     no

establishment   no

organism        yes

sect            no

structure       yes



 

 

 

 

 

Theory W  page  90                                  Glossary

 

Organize is:

arrange         yes

classify        no

establish       no

 

Prolific is:

abundant

assorted

diverse

extensive

myriad

numerous

plentiful

voluminous

creative

fertile

fruitful

productive

 

Report is:

announce        yes

narrate         yes     as review and recount

pass judgement  yes     as assign and award

prefer charges  no      vs encourage positive choice

present oneself no      be there

relate          yes     as bringing the word

 

Sage is:

intellect

luminary        no      light analogy

master          no      authoritarian

mentor          yes

thinker         no      everyone thinks

 

Scholarship is:

erudition       yes

fellowship      no      see fellow scholars vs friends

 

Sensible is:

alive to        no      crude analogy

aware           yes     PhD course definition

conscious       no      senses vs thinking

impressionable  no

impressible     no

impressive      no

perceptive      yes     Phd course definition

receptive       yes     to decoding of communication

sensitive to    yes     as in decoding of communication

sentient        no      senses vs thinking

 

 

 

 

 

Theory W  page  91                                  Glossary

 

susceptible     yes     as in teachable

susceptive      yes     as in teachable

 

Teachable is:

apt             yes     as in adept and proficient

ready           yes     implies a checklist

receptive       yes     with attendance & participation

responsive      yes     with participation

willing         yes     as in self as the point of choice

 

Teacher is:

churchman       no

instructor      yes

pedant

 

Wise is:

authoritative   no      see manager

knowing         yes     see cognizant

sage            yes

sapient

 

Work - as a noun - is:

action          yes

book            no

business        no

labor           no

operation       no

product         no

writing         no

 

Work - as a verb - is:

accomplish      yes

act             yes

be operative    yes

busy            no

busy oneself    no

cause           yes

cultivate       no

effervesce      no

exploit         no

ferment         no

form            no

influence       no

labor           no

mix             no

operate         no

overwork        no

solve           no

use             yes



 

 

 

 

 

Theory W  page  92                                  Glossary

Theory W wording 

      As this dissertation project closed, the intuitive

search for an extensive structure of w words waned.  Some

w-word material found its way out of the dissertation, into

Theory C.

      Theory W provides a unifying organization structure

encompassing the concepts of strategy, functionalism, matrix

organization, work task networking, management by

objectives, and profit improvement programing.

      According to Theory W, a set of w words can be used as

a framework for describing a unique method of structuring a

functional view of an organization in addition to a formal

organization chart view.  The functional cast results in

organizational aim clarification linked to the performance

of member tasks.  Those tasks explicitly support the

interdependence of an organization's strategy, goals, and

objectives.  The tasks of the functional cast regroup into

performance-oriented traditional job descriptions which are

reviewed weekly by the individual worker.

      Theory W, as a pure functional structure, provides

organization authority in the form of a precedence worknet

computer database with weelky updating by the individual

workers as part of their self-performance reviews.

      Theory W models the organization of individuals in

addition to functionally modeling the traditional



 

 

 

 

 

Theory W  page  93                                  Glossary

organization of two or more members.  The organization's

workers can validly and reliability measure their weekly

performance relative to functional authority.  Each week of

worker task performance validates to 168 whole-hours and to

the logical authority of why the task exists.  With 168

whole-hours of weekly input, and a selection of output

tasks, the reliability of worker productivity can be shown

as a time series.  With validity and reliability measures,

the individual's work confidence can be directed to support

the organization's purpose, aim, mission, vision, or pure

functional authority.

Other W words 

 

      Wain.  The I, or expert worker, upon which Theory W

bases.  The wains can be seen as the organization member

carts which wind their way through the ways of actualizing

the why of the organization.  A w word sentence describing

any organization would then be, "What I/we want as the which

way to why."  According to Webster (61), wain is a large and

heavy vehicle - an apt description for an expert worker

self.

      Wallop.  Effectiveness, more than performance

efficiency, which calculates as output divided by input.

Strategic effectiveness evaluates imply actualized or not -

yes or no versus the expected mission, objective, or task

output (end-result).

      Wanting.  Driven by the freedom of goals or driven by

the slavery of fear, i.e., respectively, wants driven by

aims and wanting in terms of being needy.

      Wants.  Specific definitions by the individual based

upon their basic human motivational needs of existence,

relatedness, and growth (ERG).

      Waretime.  As in being aware of time.  A weekly

summary of whole hours can take the place of work orders

between employer and worker.



 

 

 

 

 

Theory W  page  94                                  Glossary

 

Figure 1 - An unformal organization database 

____________________________________________________________

 

Verb     Descriptor    Noun        Act

________ _____________ ___________ ___

 

provide  easy          method      14

provide  degree        recognition 8

provide  time-result   integration 10

provide  communication time        9  -------------------\

provide  current       job         4  ----------------\  |

move                   residence   16 -------------\  |  |

write    dissertation  proposal    15 ----------\  |  |  |

rest                   self        17 -------\  |  |  |  |

maintain               assets      1  ----\  |  |  |  |  |

provide  future        job         5  -\  |  |  |  |  |  |

                                       |  |  |  |  |  |  |

                       dates     4  m

                                 5  t

                       and       6  w

                                 7  r

                       days      8  f

                                 9  a

                       of        10 u

                                 --------------------------

                       week 27

                                 ==========================

                                 11 m

                                 12 t

                                 13 w

                                 14 r

                                 15 f

                                 16 a

                                 17 u

accomplishments:

1)

2)

3)

concerns:

1)

2)

3)

next week's commitment (plan) highlights:

____________________________________________________________

Note: From Harv's case study.



 

 

 

 

 

Theory W  page  95                                  Glossary

 

      Wariness.  Being aware.

      Warmth.  The friendliness of any system or

organization.  Analogous to the warmth of the sun.  But the

tradition of a sun god has changed to a god which travels

with us.  In terms of Theory W, the why of the organization

travels with us thus commissioning actualization to the

lives of the organization's members.  All members, however,

are not guaranteed the feelings of relatedness and

actualization, although functionalism does commission them.

      Warrent.  The principle connecting a conclusion with

its data.

      Wanton.  See wanting.

 

      Wax.  1a: to increase in size, numbers, strength,

   prosperity, or intensity, c: to grow and develop as a

   person does in maturing, d: to gain in importance or

   power, e: to grow more active or conspicuous; gain in

   vigor, 3: to assume a specified characteristic, quality,

   or state: BECOME.

 

      Way.  Specifically, going all the way to the

organization's aim.  The baby strives to walk all the way

across the room.  Teens confront different all-the-ways.

Then adult job careers - will they go all the way?  And to

what end?

 

      We.  Any combination of you and me (you-you, me-you,

me-me, etc.).  U-U.  Pronounced "double U" - you-you - the

two yous of we.

 

      Weak - as in poem of failure.



 

 

 

 

 

Theory W  page  96                                  Glossary

 

Figure 2 - A poem of failure 

____________________________________________________________

 

     Failure is not clearing this ode from my memo book fan.

                   For a period of months from April to Jan.

Failures are simply non-successes which occur in our

                                                  life-span.

                 Failures in advance, we do not see or plan.

Major failures flatten us as if hit by a speeding bus or

                                                 loaded van.

                  Failures in stealing time are of our hand.

Failures bring sadness by blotting out the sun of joy if

                                                     it can.

                            Or at least a sober face of pan.

Failure obliterates Little Toot's, "I think I can! I

                                               think I can!"

Failure turns the spirit pale where once existed a sunny

                                                        tan.

Failures are far from the cheery-cheeze smiley faces of man.

Failures are wherever humans are, especially

        those with lives ajar - or out of the sealed tincan.

Failures can linger and grow,

                 like a smell coming from the non-use of Ban.

Failures tie people in knots so tight so as

              to be untied by a high powered psychology man.

If we were hot for life as ready to cook

                                 with a sizzlin' frying pan,

                    Then tomorrow we can say we had not ran.

             Failures are simply not yet success.

                   And the optimist sees no less.

                    Of the past he does not fess.

                      Thus avoids a present mess.

                   And builds the future of jess.

   That's not a position of failure and weakness,

Tis a position of strength, wisdom, and wileness.

____________________________________________________________

Note: From Harv's case study.

 

      Wealth.  As in wealth in wisdom, or as in wealth in

worth.

 

      Weariness.  Some symptoms and causes of "the blues" as

common as the common cold (4n 1-2) - could not make self

active and became impatient resenting having so little

attention and help; spent most of time by themself observing

frequent arguments; gave little attention repressing guilt;

carelessly withdrew from people due to loneliness and



 

 

 

 

 

Theory W  page  97                                  Glossary

 

laziness of spirit; cared no longer from a sense of failure;

retiree became listless, changing personality without the

attention from employees; and incapacitated by a wife he

thought resented being married.

 

      If not managed these moods can turn to depression

   (Menninger in 4n 2), "hazardous to both our physical and

   mental health.  Prayer is...  seeing things in manageable

   perspective.  Learn to go by permanent convictions,

   rather than our erratic feelings...  (4n 3)

   Only right actions can restore right feelings.  (4n 4)

 

      Workers tire from the slavery of fear.

      Weather.  The traditional common ground of

conversation.  A incisive question could be, "What do you

think about the weather forecast?"

      Web.  The accumulation of several existence, related,

and growth triangles which comprise an individual's

complexity.  The web better presents an idiom of the

individual as an organization, having itself as its own

formal organization, and having an informal organization of

one.  See Wid.

      Wed.  A possible, but not probable lesson exercise -

      wed

      dew

      condensation

      completion or close

      transition to a building block

      stack blocks of organization (strategy) actualization

 

      Weekly performance review.  The tool of the expert

worker which provides (1) the reinforcement in the authority

of the organization's function, and (2) the initiation

toward the release of concerns or the resolution of

conflict.  The weekly review brings member and boss together

in a win-win confrontation.  Actual results are perceived in

a spirit of innovation and renewal.

      The expert worker summarizes the whole-hour daily

activity of the week.

      Weight.  As in the weight being the power to continue

growing as in intellectual wandering.

      Well-stress.  The good stress associated with positive

motivation for completing or closing worktasks which support

the attainment of the organization's aim.

      Who.  The individual as their own organization or as a

member of a larger organization, having assigned worktasks

for completion or closure in support of the organization's

aim.  The individual and member has the attributes revealed

by psychological science and be called a self , a soul, and

a spirit deserving of organization tools which challenge the

functionality of the organization toward ever improving

productivity.



 

 

 

 

 

Theory W  page  98                                  Glossary

 

      The search for mind.  A teacher/manager of minds is

usually curious about the science of mind.  Accompanying the

television series, Restak (1988) begins his book "The Mind"

as -

 

      Self-understanding is one of humankind's most ancient

   pursuits.  Who am I?  What is my relationship to the

   world around me?  These questions marked the beginnings

   of philosophy.  They also inaugurated the search for

   mind, for, at least in this one respect, we are unique

   among all creatures.  Only WE are curious about our

   origins, the meaning of our existence, and the nature of

   the inner world that we experience whenever we reflect,

   remember, daydream, or dream.

      At various times in the past, the mind has been

   equated with the soul or the spirit.  But such terms are

   religious or spiritual, rather than philosophical or

   scientific; and self-understanding is difficult enough

   without our presuming to be capable of understanding the

   nature of the divine.  (127 xiii)

 

      Wholeness.  From the LOCSH (1991), the subject of

wholeness diverts to any of three topics - perfection, whole

and parts under philosophy [BD396], or whole and parts under

psychology [BF202].  See Vaught (1982).  Wholeness under

Theory W points to what's in the self, the soul, a unity,

things won, or in a win.  The divisions of a win, for

example, are the individual's tasks timed by whole hours.

The higher values of the whole are the whys of the

individual's timed tasks.

 

      When wholeness eludes us in its proper setting - in

   dialogue - so vital is it to our lives that we turn

   wildly to will, ready to grasp at any illusion of

   wholeness, however mindless or grotesque.  Caught in this

   illusion, and delirious with well-being, we are convinced

   of the extraordinary keenness and clarity of our

   intellect.  In point of fact, no state of mind so

   deadens, and injures, our faculties as our belief in

   this illusion of wholeness.  The more dependent a person

   becomes on this illusion, the less he is able to

   experience true wholeness in dialog, and at the point

   where he is no longer capable of dialog, he can be said

   to be addicted to his will.  (266 111)

      When human virtue is the opposite of defect, absence

   of defect means presence of virtue.  Complete absence of

   all defects means complete virtue, or - perfection.

   Virtues which are the absence of defects have very little

   relevance to any knowledge of virtue we may have that has

   come to us, not from psychology, but from other sources

   of information about what is human: history, literature,

   philosophy, religion, or our own experience - all of



 

 

 

 

 

Theory W  page  99                                  Glossary

 

   which have not always recognized human imperfectability,

   but have constantly warned man against the grave dangers

   of believing himself perfectable.  The theories of

   psychoanalysis seem to tempt us to forget, or even to

   ignore, these warnings, offering us a promise and a plan

   for our own perfection.  Nevertheless, we must remind

   ourselves that, though imperfect, we may still become

   whole.  (266 218-9)

 

      Whole hour day-to-day practicality.  The code below

represents a database for a Personal Time Schedule.



 

 

 

 

 

Theory W  page 100                                   Glossary

 

Figure 3 - A whole hour organization database 

____________________________________________________________

 

date day hour name       hrs act

____ ___ ____ __________ ___ _____________________________

 

d01n  w                  3   n110

d01n  w  200             3   notes on therapy

d01t     1100 bushnell   2   tie learning contract w/ TMT

d02n                     3   read on communication

d02n  r  1600            4   write Edward's notes

d02t                     4   improved TMT in front of TV

d03n                     1   112

d03t                     3   improved TMT in front of TV

d05n                     2   113 114

d06n                     2   111

d06n     1100            1   116

d06n     1800            1   111

d07n                     2   112 communicator style test

d08n     200             1   48 finished

d08n     1400            1   47

d08n     1800            2   47 48 finished

d09n                     2   111

d10l          June           write to non-Fielding author

d10l     1300            1   listening and perception

d10n     200             1   114 - listening

d10n     1100            2   114 finished

d10n     1500            2

d11l          Theo           write to 60 year author

d12l          Cheri          write to "slick" author

d13l          Ann Marie      therapy now ?

d13n     200             1   118

d13n     1100            1   118

d14l          Fred           seek him out

d15n          nan w/ one     cease 5 book renewal blockage

d16l          Kattie         still hurting ?

d19l  u  1830            1   Innovation half hour on 30

d21l  t  2200            1   Constitution on 30

d21n                         renew 10 books

d28l  t  2200            1   Constitution on 30

e05l  t  2200            1   Constitution on 30

e12l  t  2200            1   Constitution on 30

e19l  t  2200            1   Constitution on 30

e26l  t  2200            1   Constitution on 30

e31l                         BGSU stack card $6R9911327675

f02l  t  2200            1   Constitution on 30

f09l  t  2200            1   Constitution on 30

f16l  t  2200            1   Constitution on 30



 

 

 

 

 

Theory W  page 101                                  Glossary

 

____________________________________________________________

Note: From Harv's case study.

 

      Why.  The rudimentary element of human curiosity and

the basis of Theory W ability to display an organized list

of assigned worktasks which can be called the process of

strategy.  Why represents natural learning exemplified in

the activities chosen by the preschool individual.

      Why-way of strategy.

      Wid.  The individual's identification or id, under

Theory W, becomes wid, in differentiation and intellectual

distance from Freud's concept of id.

 

      Wile.  1: to lure as if by a magic spell.  1a: a trick

   or stratagem intended to ensnare.  1: to lure by or as if

   by a magic spell, 2: to pass or spend pleasurably.

   (61 sv)

 

      Wild.  Individual, group, and employer organizations

are complex because they are human.  Thus we create

organization structures to "unwild" the interactions of the

individual, the group, and the employer.  Administrators and

managers provide order to organizations.  To assist that

order, Theory W presents a purely functional organization

structure for use along with the formal, informal, and

technical structures.

 

      Will (1st).  4a:a mental power or a disposition or the

   sum of mental powers or dispositions manifested in such

   operations as wishing, choosing, desiring, intending as

   (1) Scholasticism...  (2) a faculty of the mind...  (4) a

   disposition to act according to certain principles or

   conform in conduct and thought to general or ideal

   ends...  (61 sv)

      Will (2nd).  4b:the collective desire, intention, or

   determination of a group or of mankind either when all

   all are agreed or as determined by an interplay and

   elimination of divergent and conflicting wishes...

   (61 sv)

 

      See wholeness quote which references addiction to

will.

 

      Willpower.  As in an organization named Willpower or

Organization Willpower as in Webster's (1968) 4th definition

of the 2nd will.

      Winner.  Traditional success wants a winner.  And to

win simple involves the choice of life tasks at which we can

win.  The winning comes through task completion.  The

completion measure being simply, "Yes or no - complete or

not complete."  Then upon completion, regardless of the



 

 

 

 

 

Theory W  page 102                                  Glossary

 

school grade or race time achieved, the winner advances to

the next-round task.  Upon completion, the winner can say,

"I did the task.  I won that one."  Remember that each next

task can be chosen or not chosen by the individual who is

the potential winner.  The winner says, "What is the next

task?  And why am I doing these sequenced tasks?"

      A winner chooses tasks which can be won.  Thus the

winner becomes one - that one good-feeling of wholeness.

The winner can also say, "I have experienced that won [or

one] good-feeling of wholeness and accomplishment."  This

series of small completed tasks can be thought of as

self-actualization which can be seen as the Maslow-Dyer

trail of thought.  That task-accomplishment

self-actualization is an actualization of one's whole self

into an individual of worth, confidence, and self-esteem.

Therein lies enjoyment for each according to their ability.

Individuals of smaller ability can enjoy their worth (their

life) just as can individuals of greater ability.  Both the

smaller and greater ablebodied individuals have their own

individual chosen way of life - their pathway of

individually chosen next tasks.

 

      Wisdom.  2a(1): accumulated information: philosophic

   or scientific learning: knowledge.  (61 sv)

 

   The reasoned choice from referenced sources of valid and

reliable knowledge.  Wisdom associates with rationality.

Wisdom encompasses learning, knowledge, and philosophy.

      Withdrawal.  Taking a rest provides an example of a

universal sense of withdrawal.  We all rest at times.  And

rest takes time.

      Won.  Rearranges to Own and thus ownership of the

wheel of the individual's self-vehicle.  Tempered by the

me-we responsibility.  Me (my) whole-hours are the road of

the self-vehicle which travels with other vehicles.  Thus I

use whole-hours - I work whole-hours.

      Wondering needs testing?

      Word play.  Theory W plays with w words.  A few of the

Theory W words ranked hierarchically:

work   - only individuals do it, output just doesn't happen

worker - a self, an individual, a member of an organization

will   - the "free will"

       - "Will a worker work?"  Their choice!

ways   - implies choice of alternatives

why    - implies a rational reason for the way of work tasks

       - life paths, groups and individuals are critical

which  - choice of alternatives, assuming choices offered

who    - superiors in groups assign tasks, w/workers choice

       - freedom develops alternatives, offers same

we     - unfair when one is surrounded by imperfect people?

wee    - stands for small manageable challenges



 

 

 

 

 

Theory W  page 103                                  Glossary

 

well   - physically and mentally healthy individuals assumed

       - Theory W draws organization for groups & the self

where  -

when   - time not spent equates to no output actualized

whole hours - measures work 24 hours /day 168 hours per week

want   - the individual commits time via choice and work

with   - the universal individual needs shown statistically

worth  - now a rational good-feeling work is setup to happen

won    - actualization success

wisdom - accumulation of world knowledge - scholarship

wich   - as in sandwich, standing for general eating

wondering - propositions leading to plans tested by "war"

world  - includes each's authorship of work - 24 hours/day

writing - action, act, task, oriented, any composition class

words  - verb, descriptor, noun - object oriented

what   - plan, aim, mission, vision

war    - control of actual minus plan with ranked variances

week   - unit of war review

wage   - actualization satisfaction, long-term good feelings

 

      Work.  What an individual does 168 hours each week of

their life.

 

   1:activity in which one exerts strength or faculties to

   do or perform 1a:sustained physical or mental effort

   valued as it overcomes obstacles and achieves an

   objective or result :definition continues for another 13

   column inches.  (61 sv)

      In economics and sociology, the activities and labour

   necessary to the survival of society.

      Early factories divided the work previously done by a

   single craftsman into a number of distinct tasks, each

   performed by low-paid unskilled or semiskilled workers

   with the assistance of machinery.  This new organization

   shortened the time required to produce an item, lowered

   its cost, and often improved its quality.  Workers,

   however, who previously had controlled production,

   rebelled at the discipline required in such factories,

   and it became necessary to install a supervisory

   hierarchy for more complex than that required for

   pre-industrial management.  [training function]

      Clerical work in some cases came to be organized

   according to principles similar to those of the

   industrial assembly line.

      Continuous trends toward specialization and

   professionalization of work gave rise in industrial

   nations in the 20th century to a number of disciplines

   concerned with various aspects of work, including

   personal comfort and motivation of workers, efficiency of

   technology, efficiency of entire systems, productivity,

   and the application of science to industry.  Among these



 

 

 

 

 

Theory W  page 104                                  Glossary

 

   disciplines, some of whose functions overlap, are

   production management, industrial relations, personnel

   administration, research and development, human-factors

   engineering, operations research, and systems

   engineering.  [random growth] (44 12:754:1a)

      For individuals [work] satisfies the need to exercise

   their faculties and to participate in the collective work

   of society.  [Assumption:all work is performed by

   individuals.]

      Tasks have been subdivided [into acts] to increase

   productive efficiency.  This process, known as the

   division of labour, has led to increasing specialization

   of the function of individual workers.

      Along with tools, a more complex brain structure, and

   language communication, division of labour may have been

   responsible for starting man's conquest of nature and

   differentiating him from other animal species.

   (44 29:935:1a)

      New concepts such as product, project, and free-form

   management, meaning specific approaches designed to meet

   the needs of particular portions of large organizations,

   are developing.

      The organization of work can be transformed from a

   nexus of impersonal relationships based solely or

   primarily on material incentives to a new and more

   satisfying relationship between managers and workers,

   workers and workers, and workers and machines.  (M.Kr.)

   (44 12:944:2a)

 

      Work element.  The task unit of work comprised of many

sequenced and parallel actions, yet small enough to provide

insight into the worker's support of the functional

organization's purpose, aim, mission, or vision.

 

      Work life quality.  A high-quality working life is one

   that an employee finds interesting, challenging, and [as

   having] responsibility.  Increasingly, managers are

   setting out to improve the quality of working life (QWL).

   It is argued that engineers and social scientists must

   co-operate to develop new organizational designs that

   somehow get efficiency and QWL together.  (35 705)

      "Why bother?"  First...is the increasing desire on the

   part of the employees to gain more control over their

   lives at work.  Second...is the increasing economic

   pressure being brought to bear upon U.S.employers by the

   international marketplace.  (133 681)

      Work of art.  2:an act or thing giving high aesthetic

   satisfaction to the beholder or auditor:something that

   has value or gives pleasure apart from its practical

   effect or usefulness.  (61 sv)

 

      Worker.  Under Theory W the instrument of organization



 

 

 

 

 

Theory W  page 105                                  Glossary

 

actualization becomes the "expert worker."

      Worker - a poem (5-06-89).

 

Figure 4 - A poem of work 

____________________________________________________________

 

I like work!

Thus I could be viewed as a jerk.

 

Especially when I seek challenges from the new.

Repeated entrance unto strange turf is practiced only

                                                   by a few.

The knowledge gained is what is sought,

In spite of the failure which is also bought.

 

So with my time I buy good and bad,

And the bad, at times, makes me sad,

But then I think of the glad,

Brought about by the widened knowledge likened to a

                                            pattern of plad.

 

The patchwork may be unsightly and even revolting to some,

But I value each crum.

 

Now I must continue my will to write,

To close and share the message beyond the trite.

 

Thus the ungainly plad transforms to an artful quilt,

Thus from time and logical choice, my life is built.

 

Enjoyment till death does the part.

And skillfully the horse will continue to precede the cart.

 

That horse?

It is the inherent worker that I am - of course!

____________________________________________________________

Note: From Harv's case study.

 

      Writer Harv.



 

 

 

 

 

Theory W  page 106                                  Glossary

 

Figure 5 - A poem about writing 

____________________________________________________________

 

Tis March 1989 and I declare myself a writer,

To achieve this state I had to be a fighter.

 

The PhD route provided many a sporting round,

So that I could flex out of being bound.

 

There is a saying about a weakling drag,

His fate; to never be able to punch out of a paper bag.

 

But now I replace many questions with written flow of

                                                    thought,

Thus my status has been bought.

 

Now there is no need to question endlessly,

I only have to pen forever blithfully.

____________________________________________________________

Note: From Harv's case study.

 

      Worknet.  A series of tasks, not necessarily timed,

that flow to project completion, or support an

organization's aim mission of vision.  Project versions of a

worknet are

      the Gandt chart,

      the PERT chart,

      the decision tree,

      the work flow chart, and

      the precedence network.

 

The last item applicable to the organization of the strategy

process, and former items coming from the discipline of

project engineering.

      World.  In all knowledge there exists a general aura

of wisdom.  A specific perspective on knowledge can be seen

as the writing which comes from research and argument.

      Worth.  The confidence which comes from the functional

support of an organization.  Worth is valid/reliable?  V-V.

Double your value - that's Theory W.  The value of

functional organization power.  Value + validity = worth, as

in the work task being worth my whole hours.

      Worthiness.  Power and control over a win-win way of

life.  For example, workers innovate efficiency almost by

their nature of being human.

      Wrinkles.  Work improvement implementations which make

the organization's work easier - that encompasses cost

reduction and profit improvement programs.



 

 

 

 

 

Theory W  page 107                                  Glossary

 

      Writing.  Aims at clarity of complex communication,

especially a form which adheres to scholastic principles of

research and rationale.  All writings can be seen to need

appropriate titles, organization, and references.

      Wrong premises?  Also the idea of insufficient

alternatives.

      Wrung out. See weariness.

 

Abbreviations 

 

      PERT - program evaluation review technique

      sv   - by the alphabet

      TMT  - time management by task

 

Key research words 

 

      Functionalism was bypassed initially until the

realization that the connection to organization was not yet

developed.

 

Term                            Source for further discourse

______________________________  ____________________________

 

functional organization

organization                    114

organization(al) change

organization charter [mission]  114

organization, functional

 

     ÜDelimited key words.Ü Key words which have been placed

outside the rigorous Theory W boundaries.  The

outside-the-Theory-W-boundary key words appear in the

dissertation as a delimiting exercise.

 

Term                    Source for further discourse

___________________     _____________________________

 

desire                  9, 48

want                    9, 48

functionalists                114

job enrichment                114

open systems                  114

organization health           113



 

 

 

 

                                          Theory W  page 108

 

Chapter for introduction 

      Review.  The preface presented the dissertation's

context, purpose, motivation, and school of thought.  The

preface was set in a personal tone but the introduction sets

a more factual tone for a contribution to the knowledge

about organization.  Organization can be viewed as teamwork

and cooperation.

      Summary.  The subject of organization goes to the

essence of the way individuals relate, that is, through

inputs to organizations and outtakes from organizations.

Since individuals are social beings, the study of ourself as

a personal organization can provide a scientific entrance

into the science of our socialness with others and with our

self.  Theory W provides an umbrella for this more universal

view of organization.

      The dissertation flow follows the traditional steps of

literature review, method of experiment, case studies, and

conclusion.

 

      Organization importance

      Organization validity

      Theory W presentation

      Organization overview

      The challenge of research

      Next.  The review of literature results in exposing a

body of theories about organization.  The construction of

the experiment in pure functional structure comes about in

part 2.  Parts 3 and 4 evidence actual experiments and case



 

 

 

 

 

Theory W  page 109                             Introduction

studies.  Part 5 concludes the dissertation.

Organization importance 

      An introduction appropiately addresses the items of

importance and validity (60 24).  First we discuss the more

personal and subjective item - importance.  Appendicies

provide (1) a view of the general subject area, and (2)

delimitation of the topic to the key word of organization.

      From distant history, organization provided the

context for management (184 173).  In other words, the

concept of organization came first in our early

civilization.  Now, in modern times, most higher education

programs focus on administration, and a lesser number of

programs focus on management or organization.

      The roles within organization involve directors,

managers, supervisors, superintendents, and other job

titles.  All the role variations are encompassed by the

"work of executives," the expert worker being their own

executive.

      In the early 1900s, there were millions of individuals

engaged in the work of executives (4 289), yet the specific

study of organization languished -

 

      Concerning certain technical aspects of the various

   fields in which they work there is literature and

   instruction; but concerning the instrumentality with

   which they work - organization - and the techniques

   appropiate to it, there is little.  (4 289)

 

      Since the early 1900s, the study of the



 

 

 

 

 

Theory W  page 110                             Introduction

instrumentality and appropiate techniques of organization

have languished.  Today, organization still languishes as

only one of the five functions of management - planning,

organizing, staffing, directing, and controlling

(125 viii,134-41) (Alday 11-2) (124 vii,11-3).

      Theory W sets out to provide a universal organization

instrument and an appropiate technique of organization -

making progress in "realizing the potential represented by

the human resources" in any organization, including the

individual as an organizaiton.

 

      We have not learned enough about the utilization of

   talent, about the creation of an organizational climate

   conducive to human growth.  The blunt fact is that we are

   a long way from realizing the potential represented by

   the human resources we now recruit into industry.  We

   have much to accomplish with respect to utilization

   before further improvements in selection will become

   important.  (174 vi)

      The better utilization scheme, if valid and reliable,

holds importance for the effectiveness and productivity of

 

any and all organizations.

 

      The theoretical assumptions management holds about

   controlling its human resources determine the whole

   character of the enterprise.  They determine also the

   quality of its successive generations of management.

   (174 vii)

      Short Theory W definition. The study of organizations

divides into certain structures, for example, formal,

informal, functional, matrix, and hybrid (125 ix,163-8)

 

(126 xvi,547-9,566-8) (124 259-92).  The formal structure



 

 

 

 

 

Theory W  page 111                             Introduction

answers the question, "Who's the boss?"  The pure formal

structure documents the chain of command authority.

      Theory W, as a pure functional structure, answers many

questions, some of which follow.  Why does the worker work?

What way actualizes the why?  Who does what work?  The pure

functional Theory W structure documents the chain of

functional authority.

      In the field of word play, Theory W actualizes the

answers to many "one-worders."  Work?  What?  When?  Why?

Way?  Win?  Who?  World?  Wisdom?  Worth?

      Theory W builds on Theory Y. Theory W, being a better

 

utilization scheme, ties with Theory Y (126 94) (124 427).

 

      Theory Y: The integration of the individual and

   organization goals.  (174 45-57)

      Acceptance of Theory Y does not imply abdication, or

   "soft" management, or "permissiveness."  (174 56)

      Theory W facilitates Theory Y.  Theory W evidences a

unique structure which can be viewed as evidence of the

organization's strategy.  The literature calls for just such

 

evidence.

 

      The strategy to be illustrated...is an application of

   Theory Y.  Its purpose is to encourage integration, to

   create a situation in which a subordinate can achieve his

   own goals best by directing his efforts toward the

   objectives of the enterprise.  It is a deliberate attempt

   to link improvement in managerial competence with the

   satisfaction of higher-level ego and self-actualization

   needs.  It is thus a special and not at all a typical

   case of the conventional conception of management by

   objectives.  This strategy includes four steps or phases:



 

 

 

 

 

Theory W  page 112                             Introduction

 

   (1) the clarification of the broad requirements of the

   job, (2) the establishment of specific "targets" for a

   limited time period, (3) the management process during

   the target period, and (4) appraisal of the results.

   (174 61-2)

      Theory W provides explicit evidence of the strategy

process - the long-term implementation reward of being a

 

dynamic entity versus being "cumbersome and lethargic."

 

      Experience has shown that...the organization planning

   [which] goes no further than to solve the problem

   curently at hand....will speedily become so cumbersome

   and lethargic as to lose much of its effectiveness.

   (179 vii)

      Then the ultimate statement of importance - "The law

of the survival of the fittest is...inescapable.(178 vi)"

 

      In summary and conclusion -

 

      The primary responsibilities of top management are to

   provide:  Farsighted planning and clarification...  A

   sound plan of organization...  Fully qualified

   personnel...  Effective means of control...  (175 3)

      Admittedly an organization's structure, plan, and

   concept are basic to its effectiveness, yet beyond these

   the greatest single variable lies with the behavior of

   the management team.  Its members must act as leaders.

   They must accomplish their objectives through their

   ability to guide, motivate, and integrate the efforts of

   others.  (176 v)

      The leading Theory W contribution evidences "an

organization's structure, plan, and concept."  The Theory W

pure functional organization structure differentiates from,

yet integrates with, the formal and informal structures.

All workers are qualified by the overall functional

organization structure through the process of control.

      Theory W goes beyond style. The Theory W evidence of



 

 

 

 

 

Theory W  page 113                             Introduction

the pure functional organizaiton structure provides a tool

for the leader to use.  If managers use functional

 

organization tools, they are, in a sense, leaders.19

 

      The ultimate purpose of studies of managerial style is

   to aid in the training and development of those who would

   become better leaders.  (180 vi)

 

      Theory W exposes a pure functional style structure for

all organizations, and raises the individual to the case

level of applied pure functional organization.  The

organization individuals, specifically through the

accomplishment of their work tasks, provide the

 

organization's "total complex of forces."

 

      The goal is to solve human problems of production

   where they originate - among those who work together -

   regardless of level.  If it can be accomplished, it

   insures continuing "grass roots" vitality, because men

   remain in control of their fate.  They have stakes in the

   outcome of their own efforts.  It is likely to be the

   best way, long term, to preserve the right to autonomous

   action.  Mature management demands a keen awareness of

   and an uncommon capability in dealing with the total

   complex of forces which constitutes the work culture

 

____________________

 

      19 BGSU, specifically Dr.Tack, builds a body of

knowledge about style variables for the training of

educational administrators.  This statistical knowledge

differs from the theoretical model approach based on case

study.  "The case study leaves too much room for personal

bias," said the EDAS chair.  Yet the statistical survey also

bases on cases - each survey respondent being a case.  The

survey method permits a significant sample size and equal

treatment of all cases - however, the survey instrument's

contribution to the body of knowledge remains simplistic.

For example, the complexity of a Theory W in this author's

eyes, cannot be reduced to a survey instrument.  See future

chapter for information into the the low reliability of

survey instruments.



 

 

 

 

 

Theory W  page 114                             Introduction

 

   of...[any]...organization.  (176 ix)

 

      Theory W provides a specific context for each

individual within the pure functional structure.  Worked to

the optimum, the pure functional organization structure

removes "arbitrary political decisions" from the formal

organization structure - the formal positions must focus on

 

attaining the integrated work-tasks of the organization.

 

      Improvements in individual managerial competence are

   almost inevitable when men understand more fully how to

   utilize themselves in getting work done with and through

   others.  Yet, only so much organization improvement is

   possible through individual management development.  To

   attain the fullest possible organization achievement

   requires educational steps beyond individual or team

   study - that is, organization development.  (176 255)

      [The first purpose of OD is] to eliminate common

   sense-based management assumptions and to replace them

   with systematic management concepts that increase

   individual involvement, commitment, and creativity

   towards sound problem-solving and production.  (176 255)

      Theory W provides an essential tool for organization

development.  Organization development, however, has

identified mainly with what Theory W views as the informal

organization.  In differentiation, the pure functional

organization, provides a strategic context within which the

bulk of informal organization can be practiced - a sort of

efficiency scheme within a transcendent scheme of

organization effectiveness.  A transcendence scheme does not

detract from the importance of organization development in

the informal organization sense - the formal, informal, and

pure functional structures can integrate.



 

 

 

 

 

Theory W  page 115                             Introduction

      Literature confirms the narrower disposition of

organization development.  Again, this does not discount any

benefits which accrue from organization development work.

On the contrary, Theory W connects vital self-administration

work and evidentially connects the membership work tasks to

the broader strategic purpose of the organization.

 

Improvements are thus controlled.

 

      Concrete arrangements for executing agreed upon

   changes are implemented under a carefully designed

   execution and auditing program.  Organization development

   is self-administered by the organization membership,

   except for broad consultation regarding major issues of

   strategy and tactics.  (176 256)

      Theory W looks for the same reactions to a better

 

working organization.  In terms of worker response -

 

      It's not so much we're working harder; it's we're

   working better.  We know more of what's going on so we

   have a bigger stake.  You can invest yourself more when

   you're in the know than when you're just a cog.

   (176 308)

      These workers are saying that there exists obvious

 

purpose to THEIR organization.

 

      Primacy of organization purpose.

 

      Essential to the survival of organization is the

   willingness to cooperate, the ability to communicate, the

   existence and acceptance of purpose.  (4 viii)

      Cooperation must have something which deserves

commitment.  Communication facilitates the cooperation.

Both communication and cooperation are facilitated if the

focus of purpose can be evidenced.  In simple terms,



 

 

 

 

 

Theory W  page 116                             Introduction

meaningful purpose provides essence to organization, and

hence to administration, management, and the development of

organization.  Thus the purpose of the organization becomes

the apex of the pure functional organization structure -

epotimized by the universal question, "Why?"

      Any organization, including the individual as an

organization, should answer why it exists.  Both the

effectiveness and efficiency of the organization are at

stake.  Any long-term improvements must tie to the

organization purpose.

      Although the "Why" of organization provides a

simplistic focus, the pure functional organization structure

of the answer provides a challenge of complex proportions -

thus Theory W sets out to evidence and manage those

complexities.

      Young pre-school children practice pure functionalism

- they simply ask "Why?"  Parents, as the executives of the

family organization, many times, have difficulty answering.

Those same parents, as executives of other organizations,

have difficulty answering their worker why-questions.  And

the solution cannot be the supression of the why-question in

our workers.

      Many education systems, however, supress the

why-question - student-workers who will become our future

job-workers must not be permitted to lose their skill of



 

 

 

 

 

Theory W  page 117                             Introduction

asking "Why?"  Teacher-facilitators and manager-facilitators

face the challenge of returning to the why-question.

      The why and the way. Theory W thus begins with the

simple yet powerful observation of the "why" question.  The

"why" approach can be seen as universal and the topic of

organization can be seen to monopolize the "why" guestion.

In other words, any time you hear the "why" question you are

within the realm of organization, yet the "why" does not

fully explain organization.

      Beyond the "why", organization deals with the "way" to

the "why".  Thus Theory W more broadly consists, in simple

terms, of why-way questions and answers.

      The above argues the importance of the organization

topic and proposes Theory W as a tool for the improvement of

organizations on a grand scale.  Such illusion (or

delusion), and the proof of same lies within the realm of

validity - "Is Theory W a valid organization tool?"

Organization validity 

      Is Theory W valid as a why-way approach to

organization?

      World wisdom. Appendix B argues that world wisdom

exists, and appendix A definitively investigates

organization's part in world wisdom.  Appendix C delimits

the topic of organization.  Thus a valid phenomenon called

organization does exist.



 

 

 

 

 

Theory W  page 118                             Introduction

      Synopsis of appendix C. The key words of

administration, industrial management, education

administration, university and college administration,

management, and management science, all give way to the word

organization, with the term matrix organization being of

most interest.  Thus, within world literature, the

phenomenon of organization can be judged to be valid.

      Why-way organization validity. For those who

recognize the primacy of the young child's why-way

curiosity, the validity of Theory W could be willingly and

easily taken as valid.  Yet for those who knowingly or

unknowingly suppress the why-way natural human curiosity,

Theory W may be willed not valid for a number of reasons.

 

Regardless of pre-judgement, this dissertation proceeds to

structure a theory called W.

      Good reason associates with the way an organization

implements, whereas the purpose of an organization reaches

toward a philosophy statement.  Such a statement can be

visualized as an annual business report mission statement or

a college catalog mission statement.  Theory W encompasses

both the why and the way of an organization - a practical

validity.

      An individual case study. A series of tables in the

preface, portray hundreds of experiences with organizations,

any one of which, can trigger a why-way curiosity.  But



 

 

 

 

 

Theory W  page 119                             Introduction

curiosity, left as such, remains just a curiosity - nothing

really serious nor scholarly.  How then does a curious

individual use scholarship to create, perhaps, a new theory

of organization?

      Scholastic practice. Most people do not write thus

daily scholarship in written form remains illusive.  Yet the

curious mind still observes data and thinks about the data.

And that data usually comes from case experience, not survey

instrument data.  Each individual has, as their closest

scholastic case experience, their own organization and their

job or family organization as ready-made examples of

case-study potential.

      Individual organization. Psychology gives general

insight into individual organization.  The chapters of

acknowledgement and preface give specific insight into the

author's individual organization.  Valid case studies can be

evidenced and there remains potential for a unifying theory

of pure functional organization.

Theory W presentation 

      The presentation of this dissertation follows accepted

practice.



 

 

 

 

 

Theory W  page 120                             Introduction

 

Table 12 - Plan of Theory W presentation 

____________________________________________________________

 

         Abstract

         Preface

         Contents

Part 1 - Theories of organization

Part 2 - Universal essence of Theory W

Part 3 - The individual as an oganization

Part 4 - Multi-individual organization cases

Part 5 - FIRO-B testing of Theory W

         Works cited

         Appendix

____________________________________________________________

Note: See Brief Contents of summation chapter.

 

      Purpose from the preface. The hierarchy of purposes

 

shown in preface table 8 are delimited to the following -

 

Table 13 - Purposes of this paper 

____________________________________

 

quantify   administration strategy

document   individual     experience

document   education      experience

document   business       experience

research   organization   structures

document   scholarly      process

research   writing        wisdom

____________________________________

Note: Reduced from preface table 8.

      A hierarchy implies that implementations at the bottom

support the upper purposes.  Thus the order of the purposes

presented in the above table differs from the order

presented in the preface chapter.

      Research writing wisdom. The bibliography of appendix

B evidences the research of writing wisdom.  Note that

several bibliographies are partitioned throughout this



 

 

 

 

 

Theory W  page 121                             Introduction

dissertation so as to provide continuity of the separate

topics yet permit the integration of supportive topics.

      Although this dissertation was succintly delimited in

appendix A, the statement of Theory W as a universal theory

encompasses many separate topics which deserve distinction.

Thus, for example, the bibliography on writing appears in

its appendix rather than in the main dissertation

bibliography.

      Document scholarly process. Before a dissertation

takes written form, a statement of "style" requires

evidence.  The elementary view would simply use the

recommended style.  In the case of Kensington - Turabian.

In the case of Bowling Green State - Turabian or American

Psychological Association at the choice of the student.  See

appendix B.

      APA assists publication in psychological journals,

while Turabian assists as a typing manual.  Both assisted

the writing of this dissertation, but were only two of the

sources used to develop a personal writing style which

integrates electronic writing (not just electronic typing).

Other style variants were discussed in the preface and are

more fully detailed in appendix B.

Organization overview 

      Dissertations traditionally begin with a discussion of

past and current literature and part 1 takes on that



 

 

 

 

 

Theory W  page 122                             Introduction

function.  In this dissertation's specific purposes, part 1

researches organization structures.

      Research organization structures. The four chapters

of part 1 move from the ageless concept of the organization,

on through an enumeration of various theories and scholars

of organization structure in both industry (HD28-HD70) and

education,20 and to the purpose of science as it relates

to organization.  The matrix organization structure (HD58.5)

represents the body of knowledge to which Theory W

contributes.

      Part 1 continues with a review of organization

structure authors, and a review of structure science

(T55.4-T57.97), attempting to distinguish between various

schools of thought.  Then recognizing the prominence of

identifying the scientific variables of organization

structure, propositions about those variables are presented

and discussed.  Ultimately, the variables and propositions

of a pure functional organization structure are concluded.

 

      Functional organization uses work of individuals thus    

 

____________________

 

   20This dissertation relies on the literature recognized

by the Bowling Green State University School of Education,

specifically personal study within the Higher Education

Administration PhD program, and more specifically the course

EDAS 701 - Administrative theories.  The course literature

of 50 titles fulfills a literature review of the LB2801-

LB2997 and LB3011-LB3095 series - see the results of topic

delimitation in appendix C.



 

 

 

 

 

Theory W  page 123                             Introduction

discussion about the concept of work ensues.  In short, work

encompasses both mental and physical varities, only human

individuals do or are responsible for organization work, and

the responsible individuals are within the formal

organization facet.  Finally, the four facets of the Theory

W organization structure are presented, setting the stage

for presentation of the case studies.  Those case studies

are employer oriented (part 2), and individual oriented

(part 3).

 

The challenge of research 

 

       The research process has been described as the most

   significant development in social behavior since the

   invention of representative government.  Research is a

   social process, and a continuing probe of one's positions

   with respect to the research and implementation

   issues....our ultimate objective is to encourage

   researchers to make bold research contributions to

   tangible problems.  Bold as opposed to timid, cautious,

   or safe.  Research as opposed to speculation.

   Contribution as opposed to disservice or detriment.

   Tangible instead of tenuous, and problem instead of

   minutium.  (267 16)

       The researcher must be concerned about the motivation

   of the client or research subjects to provide valid data

   and to act on the conclusions of the research.  The

   conflict between rigor and client motivation represents a

   major dilemma to be managed by the researcher.  (267 61)

      Research for implementation is far more likely to be

   successful if it accounts for the environment or if it

   anticipates the environment, including environmental

   factors external to or beyond the control of either the

   researcher or the organization.  It is often useful to

   design research in some kind of contemporary frame - to

   introduce a notion of urgency or importance - otherwise

   there is little incentive for others to contribute to or

   support this research.  (267 97)

      If productivity and innovation are ignored as issues,

   the following results are likely: creativity will not

   sustain itself because it requires direction and



 

 

 

 

 

Theory W  page 124                             Introduction

 

   management; productivity will not be sustained without

   new ideas; growth will not be possible because innovation

   is absent; and without a climate for innovation,

   outstanding people will leave, mediocre ones will remain,

   and another motivational incentive will be lost.

   (267 98)

      Researchers who show an awareness of such

   environmental issues and their implications are more

   likely to be working within the reality system of a

   client organization.  Importantly, recognition of these

   issues will enhance the researcher's credibility and his

   or her ability to obtain more organization interest in

   prospective research.  A researcher must be able to show

   a relationship between relevant issues and proposed

   research objectives.  Generally, innovative researchers

   usually start with a problem and have something of a

   vision or "mind picture" of what might solve the problem.

   They see the whole thing at once.  Naturally, not all the

   details are worked out and that requires subsequent work,

   but the solution is often there from the beginning.

   These researchers often go from problem to solution

   without going through all the logical-deductive thinking

   normally associated with the scientific method.  In fact

   they usually do not follow the scientific method

   initially.  Scientific method is followed only to test

   their assumptions and to put some meat on the bones of

   their original idea.  What those researchers tend not) to

   do is to follow the scientific method and do theory

   testing in hopes of coming up with a solution to a

   problem bit by bit and piece by piece.  (267 98-99)

      After their initial hunch, the next most common

   characteristic of these researchers is their persistence.

   Basically they look for reinforcement.  Another way to

   look at it is that successful innovators create

   self-fufilling prophecies.  The reality is, however, that

   prophecies do not fulfill themselves - they require a

   good deal of persuading and selling.  (267 99)

      Almost 100 years ago, Fayol stressed the notion that

   managers, as administrators, spend considerable time

   organizing, planning, administering, and controlling the

   work of others.  A number of recent analyses of

   managerial behavior show some startling changes.

   Beginning with the seminal work of Mintzberg (1973), a

   number of studies (mcCall 1978; Kotter 1982) have shown

   that the modern manager's world is characterized by a

   fragmented workday, with little time for thinking and

   planning.  Sayles (1980,p.25).

      The managerial workday consists of a never-ending

   series of contacts with people - talking, listening,



 

 

 

 

 

Theory W  page 125                             Introduction

 

   telephoning, argueing, and negotiating.  A first line

   supervisor may have hundreds of contacts in a day, many

   lasting less than a minute; while a slower-paced chief

   executive may have 20 or 30.  Even at that imposing

   level, most managerial activities last less than 10

   minutes.  Two European studies found that it was unusual

   for even chief executives to work on any one thing for as

   long as a half hour.  (267 115)

      The challenge of implementation. This writer has

traversed into a higher educational setting from a business

background.  The word traverse is thought to be appropiate

since the general higher educational setting is opposed to

promptly transferring business practices to itself.21

Higher education administrative styles, for example, have

roughly followed those of industry over the years, but with

a delay period of several decades (Hodfkinson 1971 p.2).

And overall; "The matter of transferring business practices

to higher education is a touchy topic.(268 133)" Yet the

writer desires to adapt business experience to the higher

educational setting.  His specific areas of interest are

work, productivity, time management, and informal

 

organization.

 

Quantify administration strategy 

 

      Chapter 5 integrates the concept of strategy into a

 

____________________

 

      21 Although the author was accepted into a higher

education administration PhD program with Dr.York as

temporary advisor, York, in teaching EDAS 701 Administrative

Theories, explained in detail using board diagrams, that

there was no outside entry into an education career.



 

 

 

 

 

Theory W  page 126                             Introduction

pyramidal visualization of formal, informal, pure

functional, and technology.  Then chapter 9 presents the

universal structure of Theory W as strategy.  And part 5

offers a procedure to measure the improvement in

organization which results from enhancing the visibility of

the pure functional total organization structure.

 

      Path analysis anology. (273 381)

 

   The formulation of a problem in a causal framework forces

   a degree of explicitness that is often absent in research

   reports that rely solely on regression or factor

   analysis.  One draws these arrows on the basis of what

   one knows a priori, or theoretically, about the subject

   matter under investigation.  (273 383)

      Next.  The foregoing goodly number of pages have set

forth a philosophic context in the Acknowledgements, a

real-event context in the Preface, and a set of purposeful

objectives in the Introduction.

      Now the dissertation moves to the first chapters of

part 1, a literature review of the appendix A topic

delimitation of Organization.  Then part 1 continues with

the development of a pure functional organization structure

distinct from the informal and formal organization

structures.  This dissertation sees the formal organization

structure as encompassing the traditional formal-functional

structure and the more recent matrix organization structure.



 

 

 

 

 

Theory W  page 127

 

Part 1 - Theories of organization 

 

      Chapter 1 - Industrial administrative history

              2 - Educational administrative history

              3 - Organization science and its scholars

              4 - Organization structures

      Review.  This dissertation's acknowledgement, preface,

and introduction sections have exemplified the movement of

organizational thought from the general broad perspective to

the specific supporting detail - in other words, from the

top vision, down to the actualization of work tasks.22

Thus we have "lofty" wisdom directing "lowly" work.  But

however "low" we think the work to be, the combination of

mental and physical work still provide the essence of

 

wisdom.

      Theory W uses the thought process which moves from

"top" philosophic wisdom to the completion of work tasks for

the facilitation of the chosen life-state of individual

self-actualization.  That "top-down" thought process can be

viewed as a definition of strategy - a process capable of

releasing much creativity, leadership, and synergistic

potential for any and all organizations.  But, for strategic

thought to be credible, that mental process of strategy

needs documentation.  Thus Theory W provides a definitive

 

view of the strategic process - a pure functional structure

 

____________________

 

      22 Follow the development of tables in

acknowledgement and preface sections.



 

 

 

 

 

Theory W  page 128                               Theories

of the organization.

      A specific example of this Theory W "top-down"

approach to organization structure carries the heading of

mission.

      As first evidence of the prominence of mission,

mission statements regularly appear in annual business

reports - usually in a foremost position.

      As second evidence, the mission statement of a typical

college catalog usually appears within the first several

pages.

      Thus Theory W begins with the mission as representing

the top functional position of the organization.  This top

functional position of mission contrasts with the top formal

organization position of president or chair of the board of

 

directors.

 

Figure 6 - Formal versus functional organization 

____________________________________________________________

 

       Formal organization   Functional organization

       ___________________   _______________________

 

             -------                 -------

Top         / Board \               /       \

spot       /  chair  \             / Mission \

          /    or     \           /           \

         /  President  \         /             \

        /               \       /   Theory  W   \

____________________________________________________________

 

      Mission. In the acknowledgement section, a philosophy

of human basics was set forth as a hierarchy.  That



 

 

 

 

 

Theory W  page 129                                  Theories

hierarchy proceeded from the top down, that is, growth,

challenge, relatedness, time and encouragement, respect, and

existence (see acknowledgement table).  Thus growth can be

placed as the mission of an individual's life

 

organization.23

      Goals. In the preface section, specifically in a

table, the higher aims of this dissertation were evidenced.

Those higher aims, in top down order, were good feeling,

eustress, authorship, and the doctorate - these are major

objectives if you will.  Those major objectives detail the

support given to the organization mission and lead the way

to the detail of the more specific measurable objectives.

      In the front part of this dissertation, tables

demonstrated the top-down flow of tasks which supported the

higher aims and more general philosophy of the

acknowledgement and preface parts of the dissertation - this

was another example of top-down functional organization

hierarchy.

 

      Thus a pattern appears - the top mission provides the

 

____________________

 

      23 The author's career decisions, shown in preface

tables, may be explained by this growth mission.  The

actualization of the growth mission comes through challenge,

relatedness, etc - see acknowledgement table.

      Theory W applies to individuals as organizations

(expert workers) as well as applying to groups of

individuals.  Thus Theory W claims to be a more universal

theory of organization.



 

 

 

 

 

Theory W  page 130                                  Theories

authority for a cascade of goals, objectives, and task

implementations.  Theory W views this top-down waterfall as

the process of strategy.  Now a hypothesis can be formed.

      If a particular organization's waterfall of work tasks

can be easily traced to the top mission statement, the

validity and reliability of the pure functional organization

structure can be said to exist.  In other words, you can

understand the pure functional organization structure by

reading its database and you can retrace its dynamics over

 

and over again.24

      Objectives. Goals were characterized as detailing the

mission philosophy - the goals, in turn, then need the

support of measurable objectives.  Thus objectives are

characterized by definite measurement.  In Theory W, yes or

no provides the main measure of objective performance.  For

example, a preface table provides a set of objectives,

including "research organization structures."  And in this

particular part of the dissertation, a literature review

evidences identifiable theories of organization.  Thus this

dissertation part claims an affirmative performance

 

evaluation when matched against the specific preface table

 

____________________

 

      24 An organization structure able to generate job

descriptions for a large number of members becomes very

complex and thus requires the maintenance of a flexible yet

rigorous hierarchy.  Theory W provides that hierarchy

through a precedence network database.



 

 

 

 

 

Theory W  page 131                                  Theories

objective of "research organization structures."  Subsequent

 

parts of the dissertation address other table tasks.

 

Figure 7 - A performance evaluation example 

____________________________________________________________

 

Verb       Descriptor     Noun          From       Who  Done

__________ ______________ _____________ ______     ____ ____

 

research   organization   structures    part 1     otto noa 

develop    writing        style         appendix B otto yes

delimit    dissertation   topic         appendix A otto yesb 

delimit    dissertation   topic         appendix C otto yesb 

____________________________________________________________

Note: a Completed in subsequent pages.

      b Subject to Kensington University authority.

      As a detailed example of supporting objectives,

appendix B documents a project which researchs and writes

about the topic of writing.  Appendix B provides a rigorous

beginning in developing the author's writing style.  That

style projects a top-down organization hierarchy as shown in

the tables of appendix B.

     In appendix A, the dissertation proposal, the

delimitation of the literature search proceeds from the top,

and more general, key words of administration and

organization.  That search or research again exemplifies the

top-down process of functional organization hierarchy.

      Implementation. Affirmative performance implies

implementation.  Thus this part proceeds to implement

several tasks.  The universal form of action-verb and noun

rigorously describes any functional task activity.  Using



 

 

 

 

 

Theory W  page 132                                  Theories

the action-verb and noun form, this part 1 -

 

   1- interprets the history of organization from both the

   industrial and educational views,

 

   2- illustrates many organization structures,

 

   3- reviews the body of organization scholars, and

 

   4- comments on the application of science to organization

   structure.

      Summary.  Four structures of organization are apparent

from literature review - formal, informal, functional, and

the foundation of technology.  All of these organization

structures experience contingent use when administering to

the individuals of an organization.  The aim of

administering can be seen as the facilitation of creativity,

leadership, and synergism.  In support of administration's

aim, Theory W portrays the four structures of organization

as a three-sided pyramid.

      Next.  In part 2, starting with chapter 5, the

three-sided pyramid of organization establishes a universal

context for organization.  Then the dissertation leaves the

formal, informal, and technology facets and proceeds to

present functional organization theory propositions and a

hypothesis.  Part 3 applies the hypothesis to

individual-person case studies.  Part 4 applies the

hypothesis to multi-individual (employer) case studies.

Part 5 provides a testing instrument for a pre- and

post-test experiment which installs a structure of pure



 

 

 

 

 

Theory W  page 133                                  Theories

functionalism.  The measurement should reveal an increase in

creativity, leadership, synergism, and productivity in

FIRO-B units.  In conclusion, issues of reliability,

validity, and general scientific criteria are addressed and

 

rationalized.



 

 

 

 

 

 

Theory W  page 134                                   History

 

Chapter 1 - Industrial administration 

 

      Pre-1900

      Post-1900

      Formal was functional

      Early history takes a behavior path

      Individual and tasks in history

      Without authority linked to the aim

      Summary of organization theories

      Theory construction

      History and Theory W

      Summary.  Beginning with a short case example of

pre-1900 administration, this part uncovers what appears to

be the constitution of organization theory - that being the

scholarship proceeding from the early 1900 European and

American industrial growth.  The post-1900 period provided

accounts of struggle between formal authority and functional

authority.  Those lines remain today.

      The predisposition of formal authority orientation in

the early 1900s led to an organizational behavior thrust.

The organizational behavior effort, good in itself, has not

been a solution for the formal vs functional authority

struggle.

      Next.  Chapter 2 reviews administration history from

an educational orientation and chapter 3 illustrates

numerous specific organization structures.

 

Pre-1900 

 

      Reflect that one of the vastest pieces of industrial

   organization in the history of the world was associated

   with the beginnings of an undying literature.  The

   building of Solomon's temple...chief organizer...

   architect...skilled technicians...70,000 to bear



 

 

 

 

 

 

Theory W  page 135                                   History

 

   burdens...80,000 to hew the stone in the mountains...

   3,600 overseers...the broad divisions show us the

   separation between artistic designing, artistic

   production, the labor of transport and the labor of

   building with their parallel distinctions in supervision.

   (184 173)25

      The basic of functionalism. What work the individual

performs, predominates as the essence of an organization.

In the above temple building case the functions of hew

stone, transport burden, administer hewers, and administer

transporters, offers a simplistic view of the organization

which aimed to build Solomon's temple.  In Theory W terms,

the organization strategy flows from the aim (the end) to

 

the beginnings as shown in the table below.

 

____________________

 

      25 From the report of the twenty-seventh lecture

conference for works directors, managers, foremen and

forewomen, held at Balliol College, Oxford.  (184 171)



 

 

 

 

 

 

Theory W  page 136                                   History

 

Table 14 - A Solomon-temple organization hierarchya 

____________________________________________________________

 

Functionb              Responsibility

______________________ ______________

 

build Solomon's temple

set stones

transport stones                70000  expert workers

hew stones                      80000

administer workers               3600

design temple parts

____________________________________________________________

Note: a A top-down list of the work functions provides the

opportunity to arrange tasks in priority (hierarchical)

order.  The frequent use of the formal organization chart

establishes the attractiveness of a hierarchical chart over

narrative.

      b Obviously the organization structure remains

incomplete.  The full application of Theory W provides a

complete structure of a organization through the ability to

integrate the valid work tasks of every employee.

      Theory in practice. Ancient organizations practiced

organization theory - history so demonstrates.  The evidence

of a temple proves the implementation of theory.  The

builders, specifically the designers, had predisposed ideas

(theories) in their minds.  Modern scholarship and

specifically science attempts the exposition of theory under

the charter of the human self.  More on human self

motivation in part 3.  We continue here with a first sign of

world administrative science.

 

Post-1900 

 

      Congress of Administrative Science in 1910.

 

      The importance of administration has grown steadily

   since the first Congress of Administrative Science held



 

 

 

 

 

 

Theory W  page 137                                   History

 

   in Brussels in 1910.  In consequence we have felt

   strongly the need of good administrative methods, and men

   such as Fayol, Solvay and Taylor have in recent years

   worked out certain formula (or a synthesis of

   principles)...  (183 101)

 

      A significant universality of early ideas.

 

      Most of these writers did their thinking

   independently....The striking similarity and harmony of

   the analyses, nomenclature, and hypotheses, frequently

   set forth as principles, is thus doubly significant.

   (182 v)

 

      The congress papers presented spanned 1923-1936 for

both manufacturing and public administration as shown in the

 

following table.

 

Table 15 - Beginnings of administrative science 

____________________________________________________________

 

Year Author    Country and organization represented

____ _________ _____________________________________________

 

1923 Fayol     France

1928 Lee       England

1932 Follett   England and U.S.

     Dennison  U.S.manufacturing and Post Office

1933 Urwick    U.S. consultant

     Graicunas French consultant

1935 Henderson

     Whitehead

     Mayo      Harvard University

1936 Gulick    Columbia University public administration

____________________________________________________________

Note: (182), (183).

      Many of these early modern administrators spanned both

manufacturing administration and public administration.  As

shown in the dissertation proposal and delimitation,

appendicies A & C, the subject of administration and the

topic of organization span both Business and Education.



 

 

 

 

 

 

Theory W  page 138                                   History

Thus an attempt to span specialities exists in history.

Theory W attempts application to both Business, Education,

and the individual self beyond their worker role.

 

      The relation of theories and principles?

 

      A set of administrative principles.

 

      I [Fayol] am going to describe briefly the

   administrative tools that I used during fifty years...

 

1. General Survey - From this survey should emerge the

   general scheme and the directives which serve as a basis

   for the Plan of Operations.

 

2. Plan of Operations. [for control]

 

3. Reports or Proceedings...daily, weekly, monthly or

   annual...The use of the plan of operations and the

   detailed report by each grade of the service permit us to

   realize...the sense of responsibility among employees and

   confidence among the administrative authorities.

 

4. Minutes of (weekly) Conferences between Heads of

   Departments.

 

5. Organization Charts...permit us to seize at a glance,

   better than we could with a long description, the

   organization as a whole; various activities and their

   boundaries; the ranks of the hierarchy; the position

   occupied by each employee, the superior to whom he

   reports and the subordinates under his control.

   (183 105-6)

 

      Relegation of responsibility.

 

      [Fayol's] logical analysis of the operations involved

   in...the function of Administration stops quite

   suddenly...  This sudden check in his thought...is an

   interesting example of the limitations imposed on

   scientific study by immediate administrative

   responsibility.  (189 117)

 

      Strategy from history. The General Survey equates to

the idea of strategy today.  Although the idea of strategy



 

 

 

 

 

 

Theory W  page 139                                   History

wants for more structure in today's text books.  Thus Theory

W aims to provide an organization structure which quantifies

strategy.  Strategy can be visibly structured for the

organization with the result of greater productivity and

synergism.  Theory W provides strategy in organization chart

form.  More about strategy in chapter 4.

      Job performance from history. Proceedings of early

administrative history stood for actual accomplishments by

individuals within the organization.  In many cases, single

individuals represented the functional responsibility for a

group of individuals.  Yet each employee had "functional

position" in the organization chart.  Theory W provides an

organization chart of the whole organization strategy and

resorts the database by employee.  Thus even with complex

job descriptions, employee function can be visible for the

advantage of both the individual and the employer

organization.

      The visible set of up-to-date job descriptions (equal

to the strategy organization chart) has this old-time

 

effect:

 

      The co-operation that is established among employees

   in all ranks of the hierarchy by the preparation of

   reports...  constitutes a real participation in

   administration by minor employees and is perhaps the best

   participation that could be devised.  (183 107)

 

      Work divides into tasks.



 

 

 

 

 

 

Theory W  page 140                                   History

 

      The work of individuals is always divided...into

   different tasks.  Taylor was imbued with the necessity of

   basing industrial management upon exact measurement and

   specialized knowledge, he was impressed with the

   impossibility of discovering subordinates who could

   exercise overall responsibility with maximum

   effectiveness in respect of all its aspects.  (188 51)

      Review of theories presented. From pre-1900 we have

the theories of (1) functional task division, and (2) the

authority of the idea or design to achieve the organization

aim.  Then from the early 1900s we have (1) confirmation of

the authority of the aim, and (2) functional tasks grouped

into an individual's job description for the purpose of

performance evaluation in support of the organization aim.

 

These theories are restated in the table below.

 

Table 16 - Organization theories - phase 1a  

____________________________________________________________

 

Theory                                   Effectiveness

______                                   _____________

 

authority of the aim (strategy)                    yes

functional task division                           yes

individual job performance responsibility          yes

____________________________________________________________

Note: a Another phase appears later in this chapter.

 

Formal was functional. 

      A formal organization bases on personal

dependency,26 thus individual vested interest many times

takes priority over the function of the organization as a

whole.  In other words, the direct supervisor or boss, tends



 

 

 

 

 

 

Theory W  page 141                                   History

to use the organization for their vested interest.  The

advocates of formal organization theory have a chart for

exposition.  A functional organization theory chart,

although constructable as per an above table, does not

usually exist in hard usable form.  Engineering projects

being the exception as we shall review later.

      Theory W, in contrast to the reviewed literature,

provides a hard and whole functional organization structure

which can compliment the formal and informal organization

 

theories.

      History looked forward to the growth and development

of the organization system - a structure which would clearly

 

differentiate yet integrate the two traditional structures.

 

      There would seem to be a fundamental difference

   between the departmental and the functional system, the

   former being sometimes called `geographical' or

   `territorial.' It is very doubtful if there is today a

   purely `geographic' system of division....When we place a

   perfected departmental system side by side for purposes

   of comparison with a perfected functional system we are

   failing to recognize the fact that growth and development

   are of the essence of any human organization.  The error

   which Taylor made in his eight functional foremen was to

   overlook the human need on the part of the workers for

   such definite direction as is incarnated in one person.

   (184 174)

 

      Oversimplified, Taylor fell into disfavor because he     ____________________

 

      26 Any formal organization chart will show the

employee name reporting to, reviewed by, and thus dependent

on the name above.



 

 

 

 

 

 

Theory W  page 142                                   History

underchallenged the worker's ability to administer

themselves.  Unfortunately, Taylor's emphasis on task

division also fell into disfavor - and our ability to

administer to others and ourselves has been handicapped to

this day.

      Thus even in the early 1900s, the individual worker

was seen to be capable of providing some of their own

administration.  This self determination inateness permits

the expansion of effective worker responsibility if, and

only if, the organization administrator can control task

division, task responsibility, and task performance.  Taylor

may have been correct in using the eight functional foremen

to control tasks, but definitely wrong in stealing worker

growth and development opportunity - if, in fact, he did

steal it.  This dissertation does not try to vindicate

Taylor, but attempts to emphasize the use of organization

task division theory for more effective organization

performance without stealing any worker self-administration

responsibility.

      Functional fuzziness. The early science of function

administration was unclear in terms of action and object as

 

shown in the following table.



 

 

 

 

 

 

Theory W  page 143                                   History

 

Table 17 - Elements of the function administration 

____________________________________________________________

 

Function       Principle       Process      Effect

______________ _______________ ____________ _____________

 

administration investigation   forecasting  planning

forecasting    appropriateness organization co-ordination

planning       order           command      control

____________________________________________________________

Note: (189 125).

 

Early history takes a behavioral path 

      With the success (and failure) of Taylor, the want to

differentiate and integrate the formal and functional

structures fell relatively dormant.  The writers and academe

of organization joined with psychology and expanded what can

be called Organization Behavior (OB).  The quantitative

science of task division and job description performance

took a back seat to the art of management.  Then the art of

management was called on to become quantitatively

scientific.  The same science, but a different underlying

theory.  For a time the social group was of more importance

 

than task division.

 

Organization Behavior in history. 

 

      We are beginning to accumulate fundamental material to

   form the basis of an art of management, which will be the

   application of the pertinent social and psychological

   sciences.  A factory or business organization is...one

   sort of social group - a group of human beings, each with

   his individual nature, attempting to work together for

   some...definite end.  A nation or state is another sort

   of social group, living together and in no remote sense

   working together for common ends, whose management is the



 

 

 

 

 

 

Theory W  page 144                                   History

 

   art we call governing.  For the study of this art of

   governing I am proposing a shift of emphasis comparable

   to that which has taken place in studying the art of

   factory management, that is, a shift from the descriptive

   to the analytical; and from the analytical immediately to

   the engineering point of view, which focuses upon the

   natural material and psychological forces found in a

   given social group and the measures and structures of

   organization which can be applied to them in order to

   work toward its fundamental purposes.  It is the

   approach, not of the historian or of the moralist, but of

   the student of applied science, the engineer.

   (186 133-4)

      Theory W, being based on the principle of task

division, does not enter the realm of OB in terms of group

behavior.  Rather Theory W views an organization as a

structure of individual work tasks.  The whole of all the

work tasks taken together analytically (quantitatively)

build an organization which supports an aim or end.  For

example, the aim of Solomon's temple in the table above.

      Review of theories presented. The artful theory of

governing still has prominence in today's world, especially

with executives as administrators.  And since the worker has

control of their administrative function, the art of

governing becomes more prolific.  The authority of the

artful administrator now places a facade over the authority

 

of the organization aim.



 

 

 

 

 

 

Theory W  page 145                                   History

 

Table 18 - Organization theories - phase 2a  

___________________________________________________________

 

Theory                                        Effectiveness

_____________________________________________ _____________

 

administrator authority (vs aim authority)               no

strategy (mission statement in annual report)        yes/no

functional task division                             yes/no

individual job performance responsibility            yes/no

___________________________________________________________

Note: a Another phase appears later in this chapter.

 

Informal organization 

 

      Informal groups.

 

      Not until the early 1900s did management really begin

   to recognize the existence of informal groups.  The

   problem of restricted output was perceived as early as

   1911 by Fredrick Taylor.  (6 204)

      The bank wiring experiment showed that the group's

   power exceeded management's.  Thus, it seemed that the

   second alternative - promoting friendly informal groups -

   would more likely meet with success.  Amid cries of

   manipulation, management sought to encourage groups to

   think constructively along managerial lines.  (6 206)

      Most recently, the study of informal organization

traces to the Korean post-war period, where the importance

of group to performance was evidenced.  The importance of

 

the informal group was shown.

 

      The group serves three functions for the individual:

   the satisfaction of complex social needs, (1) the

   satisfaction of complex social needs, (2) emotional

   support in identifying oneself and dealing with the

   world, and (3) assistance in meeting goals.  (245 215)

      Informal organization traces to the Hawthorne Studies

and Mayo.  Simplistically, this "paying attention to worker

needs" was transplanted via Demming and Drucker to Japan



 

 

 

 

 

 

Theory W  page 146                                   History

where the quality circle and just-in-time philosophies

account as trade deficits and increasing foreign

ownership/management of U.S.organizations.  The leadership

of work and work improvement lies with the expert worker.

      Necessity of informal organization. Human

communication must be present for synergistic organization

performance (SOP).  The general SOP purpose has already been

established.  The strategy statement represents the SOP aim

- if pure functional organization permits the operation of

the necessary informal freedoms.

 

      It had been emphasized several times in this treatise

   that informal organization is essential to formal

   organizations, particularly with reference to

   communication.  This is true not only of the organization

   as a whole, or of its ultimate subordinate units, but

   also of that special part which we call the executive

   organization.  The communication function of executives

   includes the maintenance of informal executive

   organization as an essential means of communcation.

   Although I have never heard it stated that this is an

   executive function or that such a thing as an informal

   executive organization exists, in all the good

   organizations I have observed the most careful attention

   is paid to it.  In all of them informal organizations

   operate.  This is usually not apparent except to those

   directly concerned.  (4 223)

      If then the informal organization is vital one should

explain it.  Not only in the sense of understanding the

concept but also as scientific administration.  The same

 

goes for pure functional strategy organization.

 

      One of the indispensable functions of informal

   organizations in formal organizations--that of

   communication--has already been indicated.  Another

   function is that of the maintenance of cohesiveness in



 

 

 

 

 

 

Theory W  page 147                                   History

 

   formal organizations through regulating the willingness

   to serve and the stability of objective authority.  A

   third function is the maintenance of the feeling of

   personal integrity, of self-respect, of independent

   choice.  (4 122)

   1.  Communicaiton

   2.  Cohesiveness

       a.  willingness to serve

       b.  objective authority

   3.  Choice

       a.  personal integrity

       b.  self-respect

       c.  independent expression (4 122)

      The informal organization definition, under Theory W,

is chosen away from the above social norms.  Theory W sees

something other than informal organization, as the way work

is accomplished.

 

      Universal informal organization.

 

      The informal organization operates at all levels in a

   corporation...  (9 458)

 

      Early informal organization recognition.

 

      Chester Barnard recognized the existence of the

   informal organization in 1938.  (9 458)

 

      Leadership required in quality circle.

      The quality circle can be seen as akin to the informal

 

organization.

 

      In the purest theoretical sense, team members have

   quality in decision making, but an effective team cannot

   be leaderless.  As a result, it is necessary for some

   team member to be the primus inter pares.  (145 153)

 

      Leadership means the generation of ideas (128 146) and

a certain amount of thought energy applied to situational

 

problem solving.



 

 

 

 

 

 

Theory W  page 148                                   History

 

      Hearing employees.

 

      Many informal groups develop goals...that are not

   understood by the supervisor.  The best strategy for the

   supervisor to deal with the informal organization is to

   constantly listen to the communications that come from

   employees.  Not just the words they say or write, but the

   actions they take and the way the employees themselves

   organize and do their work is important information.

   Often, employees are able to come up with better ideas

   and ways of doing things than their supervisors.  This

   should not be viewed as a threat to the supervisor, but

   as an opportunity for increased productivity and better

   communication.  (6 187)

 

      Preservation of informal freedom.

 

      An organizational system of communicaiton is usually

   created by the setting up of formal systems of

   responsibility and by explicit delegations of duties.

   These categories include statements, often implicitly, of

   the nature, content, and direction of the communication

   which is considered necessary for the performance of the

   group.  Students of organization, however, have pointed

   out repeatedly that groups tend to depart from such

   formal statement and to create other channels of

   communication and dependence.  In other words, informal

   organizational systems emerge.  One may take the view

   that these changes are adaptations by the individuals

   involved in the direction of easier and more effective

   ways of working...  (21 377)

      Align personal bias. Theory W provides a strategy

bias - an aim whereby the the above referenced easier and

more effective ways of working can by directly modeled and

influenced toward even more ease and more effectiveness.

All under the direct influence of the informal organization.

      Further - Theory W provides a functional organization

structure whereby work can be modeled and actualized for

even more organizational productivity.  This has not been

 

the case in history.



 

 

 

 

 

 

 

Theory W  page 149                                   History

 

      Unfortunately, there seems to be no organized body of

   knowledge out of which one can derive, for a given

   organization, an optimal communication system.

   Administrative thinking on this point commonly rests upon

   the assumption that the optimum system can be derived

   from a statement of the task to be performed.  It is not

   difficult to show, however, that from a given set of

   specifications one may derive not a single communication

   pattern but a whole set of them, all logically adequate

   for the successful performance of the task in question.

   Which pattern from this set should be chosen?  The

   choice, in practice, is usually made either in terms of a

   group of assumptions (often quite untenable) about human

   nature, or in terms of a personal bias on the part of the

   chooser.  (21 378)

 

      Theory W solution.

 

      If the organizer follows the classical principles, the

   resulting structure will necessarily be characterized by

   a hierarchy, a division of labor, and a series of rather

   precisely defined jobs and relationships.  This is closer

   to the functionsl type of organization.  On the other

   hand, the earlier behavioral scientists do not

   necessarily prescribe any one form of organizaiton but

   believe the classical structure can be amended and

   improved by taking into account the human element.  In

   recent years some theorists have suggested an "organic"

   type of structure, which deemphasezes specialization and

   authority and concentrates on problem solving.  This

   comes closer to project organization.  (21 11)

 

      Quality work planning.

 

      If the informal organization defines [actual] work

   toward mission then the executive function is to

   facilitate the fit of individuals to the [planned] work

   assignment and quality standards.  (4 224)

 

      Adversarial negotiation.

      Unfortunately, for all involved, informal groups and

workings are assumed by many as having an adversarial mode.

Organization members are not heard, even thought they

deserve active listening.  The creative freedom of members



 

 

 

 

 

 

Theory W  page 150                                   History

is squelched because it pushes the administration to think

ahead or stay ahead of synergistic thinking.  Thus

 

situations deteriorate and grievances must be negotiated.

 

      Negotiating is an interpersonal or intergroup verbal

   or nonverbal interaction incorporating objective and

   subjective factors, acting alone or in combination, in

   connection with a contemplated future transaction

   involving the exchange of goods, services, resources,

   knowledge, behavior, money, terms of exchange, and/or

   expectations and satisfactions.  (84 628)

      Adversarial informal groups. Weekly learning promotes

constructive thinking along the management line of pure

functional authority.  The weekly one-on-one meetings of

Theory W defuse the adversarial tendency of informal

organization structure.

 

      Iterative invention. Relating to quality circles.

 

      The maintenance and development of organizations

   proceed by an iterative process of invention and

   reinvention.  This process is based significantly on the

   creation of new, and the examination of existing mental

   systems, in the sense of the organization charts and the

   life spaces considered.  By way of empirical approach,

   relevant realities are initially sketched or otherwise

   expressed in visual fashion.  These expressions,

   eliciting salient aspects of the person's experienced

   world, or of worlds anticipated, then provide further

   opportunity for observer and phenomenologist to consider

   in requisite depth (as, for instance, by means of the

   "phenomenal interview") the central meanings of events

   and their significance for the people who move in

   frequently fragile balance between their unique

   psychological worlds and relevant organization systems

   and their pervasive requirements.  (108 68)

      Natural evolution. Dependencies tend to escape the

formal and informal attempts at continued focused

effectiveness.  A separate functional structure provided by



 

 

 

 

 

 

Theory W  page 151                                   History

Theory W poses a solution to capture emerging member

 

adaptations.

 

      An organizational system of communication is usually

   created by the setting up of formal systems of

   responsibility and by explicit delegations of duties.

   These categories include statements, often implicity, of

   nature, content, and direction of the communication which

   is considered necessary for the performance of the group.

   Students of organization, however, have pointed out

   repeatedly that groups tend to depart from such formal

   statements and to create other channels of communication

   and dependence.  In other words, informal organizational

   systems emerge.  One may take the view that these changes

   are adaptations by the individuals involved in the

   direction of easier and more effective ways of working,

   or, perhaps, not working.  (21 377)

      Renewing organizations. Four categories of

 

organization innovation (143 733):

 

   1- New product or service produced, sold, or given away,

   2- Production-process task changes,

   3- Structure alteration of work assignment, authority

      relationship, communication method, rewards, or

      interaction patterns, and

   4- Hiring/firing or modifying the behavior/beliefs via

      education or psychoanalysis.

      Theory W impacts upon the above item 3, that of

structuring work assignment, authority relationship, and

interaction patterns.

      Organization work capacity. Members have the work

 

capacity of their individual organizations.

 

      In every formal organization there arise informal

   organizations.  The constituent groups of the

   organization, like all groups, develop their own

   practices, values, norms, and social relations as their

   members live and work together.  The roots of these

   informal systems are embedded in the formal organization

   itself and nurtured by the very formality of its

   arrangements.  Official rules must be general to have



 

 

 

 

 

 

Theory W  page 152                                   History

 

   sufficient scope to cover the multitude of situations

   that may arise.  But the application of these general

   rules to particular cases often poses problems of

   judgement, and informal practices tend to emerge that

   provide solutions for these problems.  (11 17)

      This says that management must provide pure functional

reasoning for the purpose of maximizing organization work.

 

      Informal organizations develop in response to the

   opportunities created and the problems posed by their

   environment, and the formal organization constitutes the

   immediate environment of the groups within it.  (11 17)

 

      Dilemma solution.

 

      Many of today's management theorists believe that a

   systems-based theory can solve the quantitative/

   behavioral dilemma.  The December 1972 issue of the

   Academy of Management Journal was entirely devoted to

   general systems theory (GST) applied to management.  The

   authors weighed the pros and cons of whether GST can

   unify management [of work].  The majority concluded that

   the systems approach is appealing and has a great deal of

   future potential, but is as yet incomplete.  The open, as

   opposed to closed, systems view is able to cope better

   with the increased complexity and environmental influence

   facing today's managers.  Systems concepts such as

   entropy (a system will become disorganized over time) and

   equifinality (a system can reach the same final state

   from different paths of development) are quite applicable

   to the present managerial situation.  (21 6)

      For the past fifteen years, scholars, consultants, and

   practicing managers have attempted to apply either

   quantitative or behavioral approaches, depending on their

   orientation, to all situations.  The performance results

   of this universalist assumption were generally

   disappointing.  Certain quantitative approaches worked in

   some situations with some types of problems but not in

   others.  The same was true for behavioral approaches.

   (21 6)

   The above general quantitative tool, through Theory W,

could well integrate with the long recognized idea of

strategy.  Thus strategy, functionalism, productivity, and



 

 

 

 

 

 

Theory W  page 153                                   History

organization structure may well be linked and linkable in

 

actuality.

 

      Theory W solution.

 

      If the organizer follows the classical principles, the

   resulting structure will necessarily be characterized by

   a hierarchy, a division of labor, and a series of rather

   precisely defined jobs and relationships.  This is closer

   to the functionsl type of organization.  On the other

   hand, the earlier behavioral scientists do not

   necessarily prescribe any one form of organizaiton but

   believe the classical structure can be amended and

   improved by taking into account the human element.  In

   recent years some theorists have suggested an "organic"

   type of structure, which deemphasezes specialization and

   authority and concentrates on problem solving.  This

   comes closer to project organization.  (21 11)

 

Table 19 - Theory W versus quality circle 

____________________________________________________________

 

Theory W   Quality circle

Levels     Levels          Remarks

_________  ___________ _____________________________________

 

Mission    Assumptions Workers want work involvement

                       Motivate by recognition & differences

                       Systems allow individual creation

Objective  Norms       Encourage subordinate ideas

                       Everyone knows about another's work

Action     Procedures  Workers graple with whole work tasks

                       One task, one person

                       Group develops internal supervision

                       Group decides

                       Innovation is rewarded

____________________________________________________________

Source: (88 722).

 

The worker and tasks in history 

 

      Since any government structure is made up of men, men

   must somehow be selected for its tasks.  The selection

   may be by birth...by tests of strength...by appointment,

   by examination...by lot, or...by election.  To be

   adequate, any method of selection must include a

   sufficient knowledge of qualities and abilities the task



 

 

 

 

 

 

Theory W  page 154                                   History

 

   calls for and the individual characteristics of the men

   among whom selection is to be made.  For most of the

   separate tasks...this is not difficult; the main trouble

   has been how to define the requirements of the job and

   analyze the characteristics of the possible candidates so

   that an adequate selection machinery might be setup.  For

   the efficient performance of a task, as well as for the

   proper selection of its performer, a clear definition of

   it is essential; and not merely of the task conceived of

   separately, but of its relationships to other tasks as

   well.  It is often easy to forget that an essential part

   of each separate task is to maintain all proper

   co-ordinate relations with other tasks.  (186 141)

   Theory W aims to structure those "relationships to

other tasks" as referenced above.  An organization structure

without an explicit statement of tasks cannot be adequately

reinforced by education - formal or on-the-job.

      Span of control model. The problem of constant

education on the job was addressed by the span of control

model of organization - a part of the formal organization

theory.

      If you have only the authority of position in

organization, the responsibility relationships between

supervisor and subordinate can be seen as mathmatically

 

defined interfaces:



 

 

 

 

 

 

Theory W  page 155                                   History

 

Table 20 - Span of control geometric progression 

___________________________________________________________

 

Subordinates   Total relationships

____________   ___________________

 

               Maximum   Minimum

               _______   _______

 

     1          1         1

     2          6         4

     3          18        10

     4          44        21

     5          100       41

     6          222       78

     7          490       148

     8          1080      283

     9          2376      547

     10         5210      1068

     11         11374     2102

     12         24708     4161

_________________________________________________________

Note:  (187 186).  Williamson's organization Theory Was span

of control.  (119 18)

 

      Refering to the span of control table above:

 

      [A] sharp rise in [the] curve beyond four subordinates

   denotes rapid increase in complexity of relationships.

   This enforces organiztion by function with a

   correspondingly greater demand for coordination...

   (187 187)

      Note how the span of control idea "enforces

organization by function."  History has long ago called for

an "organization by function" structure.  Yet the main

structure of an organization used today lies with formal

organization theory, even the modern matrix organization

theory simply superimposes unto the formal-functional

organization.



 

 

 

 

 

 

Theory W  page 156                                   History

      Line and staff.

      The challenge of a simple functional organization

theory seems obvious.  Thus Theory W provides an

organization structure which emphasizes the work of

organization individuals so as to realize the aimed at

 

purpose in a universal manner.

 

      There are principles which can be arrived at

   inductively from the study of human experience of

   organization, which should govern arrangements for human

   association of any kind.  These principles can be studied

   as a technical question, irrespective of the purpose of

   the enterprise, the personnel composing it, or any

   constitutional, political or social theory underlying its

   creation.  They are concerned with the method of

   subdividing and allocating to individuals all the various

   activities and the conscious control of the work of

   individuals so as to secure the most economical and the

   most effective realization of the purpose.  (188 49)

      Taylor insisted that "one should be sure, beyond the

   smallest doubt that what is demanded of the men is

   entirely just and can certainly be accomplished."

   British army regulations read:  "The staff must be in a

   position to appreciate what is possible."  (188 83)

      By a function Taylor meant a particular kind of work,

   a subject.  When his conception of a division of

   responsibilities by function is carried higher up the

   line of control in any large enterprise, difficulty is

   encountered immediately.  (188 52)

      Efficiency. In the early 1900s the work output term was

efficiency and the input was job task performance in the

form of assent to orders.  Scientific understanding was

relegated to informal organization, common sense, or the art

 

of management.

 

      Since the efficiency of organization is affected by

   the degree to which individuals assent to orders [job

   tasks], denying the authority of an organization

   communication [of tasks] is a threat to the interests of



 

 

 

 

 

 

Theory W  page 157                                   History

 

   all individuals who derive a net advantage from their

   connection with the [pure functional] organization,

   unless the orders are unacceptable to them also.

   Accordingly, at any given time there is among most of the

   contributors an active personal interest in the

   maintenance of the authority of all [job task] orders

   which to them are within the zone of indifference.  The

   maintenance of this interest is largely a function of

   informal organization.  Its expression goes under the

   names of public opinion, organization opinion,

   feeling in the ranks, group attitude, etc.  Thus the

   common sense of the community informally arrived at

   affects the attitude of individuals, and makes them, as

   individuals, loath to question authority that is within

   or near the zone of indifference.  The formal statement

   of this common sense is the fiction that authority comes

   down from above, from the general to the particular.

   (4 170)

 

      Proliferation of staff.

 

      Two consequences of the lack of co-ordinating

   mechanisms in civil organization may be noted.  First is

   the proliferation of Committees...  Committees have only

   come into existence because an individual vested with the

   authority and possessing the capacity to do coordinating

   work has not been appointed.  (188 83-84)

      There is a tendency for their number [subordinates] to

   exceed his [the administrator's] span of control.  If he

   groups functions, the same difficulty of cross

   correlation occurs at lower levels of the organization.

   The dilemma is a real one.  In a large organization the

   complex of different principles which demand

   consideration in the structure of authority and

   responsibility may be most serious.  The solution so far

   adopted in practice is know as the Line and Staff system

   of organization.  It is admittedly a compromise.  Precise

   statement of what is meant by the term is lacking.  A

   form of organization may be described with reference to

   the functions allotted to the various positions or with

   reference to the relations between different positions.

   (188 57)

 

      Petrification of leadership.

 

      More serious is the petrification of leadership which

   follows from an overload of administrative work.  The

   most constructive aspects of leadership are those which

   are exercised face to face.  (188 83-4)



 

 

 

 

 

 

Theory W  page 158                                   History

      From the corporate view, Williamson in 1970 (119 3)

"is mainly concerned with the important and pervasive

effects of organization structure on goal formation and

internal efficiency."  But in 1970, the general focus was on

"micro-level" internal organization therefore the intent to

focus on the whole organization structure came to apparent

naught.  Yet the pitfall of large organizational work

remains a worthy lesson - "The intent is to be sensitive to,

 

without being swamped by, institution detail."

 

      Fatigue and monotony.

 

      Officers of the Western Electric Company were probably

   moved to begin the researches of 1927 at Hawthorne

   by...the problems of fatigue and monotony...[and] that

   Company policies with respect to human beings were not so

   securely based as policies with respect to material and

   machines.  (190 145-6)

      It was the organization of human relations [informal],

   rather than the organization of technics [formal], which

   accompanied spurts [speed of work] in these cases [1927

   to 1932].  (190 149)

 

      Informal organization.

 

      Differences in output related themselves approximately

   "to the individual's position in the group."  That is to

   say, differences in output related themselves to social

   controls established by the informal grouping and not to

   individual capacity or to economic or logical

   considerations.  [Dickson] expresses a caution that these

   conclusions apply specifically to the group under

   observation and are not to be interpreted as

   generalizations.  (190 154)

 

Sumary of industrial organization theories 

      Organization theory in the early 1900s has good roots.

However, the growth and development called for has yet to



 

 

 

 

 

 

Theory W  page 159                                   History

provide a distinct theory to expound in scholarly detail

about the "authority of the aim" principle which has

remained unquestionably primary although remaining in the

background.

      Strategy not specific. Strategy also remains a

background idea.  However, the idea of strategy can be

shaped to serve as a theory in support of aim authority, but

the word, commonly used, does not have the distinctiveness

required for a renewal effort.  Thus Theory W has been

 

coined.  Theory W bases on why an organization exists, and

 

the way which the organization accomplishes the why.  Thus

 

this explicit view of strategy moves from the why to the

 

way.

 

      Review of theories presented.

 

Table 21 - Organization theories - phase 3a 

___________________________________________________________

 

Theory                                        Effectiveness

______                                        _____________

 

administrator authority (vs aim authority)               no

authority of the aim                                    yes

strategy                                                yes

authority of the administrator                          yes

span of control                                      yes/no

line and staff                                       yes/no

functional task division                                yes

individual job performance responsibility               yes

___________________________________________________________

Note: a Another phase appears later in the next chapter.

 

History and Theory W 

      History provides us with solid organization theories.



 

 

 

 

 

 

Theory W  page 160                                   History

Theory W however chooses to emphasize some and deemphasize

others.  We begin to build an understanding of what makes

this theory different.  First, the introduction of some

familiar terms.

      Mission. Items of strategic evidence, with which

everyone can be familiar, are the mission statements in

annual reports for business and catalogs for higher

education.  Theory W uses these narrative expressions of

aims to construct the top of an authority-of-aim

organization chart.

      Objectives. Items of planning evidence are programs

like "management by objectives" for business, or faculty and

student handbooks for higher education.  These plans of

 

conduct form the middle of the authority-of-aim chart.

 

      In the middle of this century, management was "the

   active process of determining and guiding the course of

   the firm toward its objectives."  (122 vii)

 

      The logo of MBO for management-by-objectives still

sounds in the minds of many business administrators.

      Implementation. The task divisions and performance

responsibilities form the bottom of the aim chart.

      Chart understanding. The following figures provide

 

visuals of a general and a specific aim chart.



 

 

 

 

 

 

Theory W  page 161                                   History

 

Figure 8 - Visual of a general aim chart 

____________________________________________________________

 

               /\

An aim on top /__\ sometimes called a mission or philosophy

             /    \

Objectives  /______\   measured (likened to an MBO program)

           /        \

Actions   /__________\   coming out of individuals' choices

 

____________________________________________________________

Note:  Also referenced in appendix b, p.a101.



 

 

 

 

 

 

Theory W  page 162                                   History

 

Figure 9 - Visual of a specific aim chart 

____________________________________________________________

 

                             /\

                            /  \

                           /    \

Mission or aim authority  /      \

                         /  good- \

                        / feelings \

                       /   growth   \

Goals and objectives  /              \

                     /    eustress    \

                    /    challenge     \

                   /    relatedness     \

                  /    encouragement     \

                 /  respect,  existence   \

                authorship, PhD,dissertation

Implementation /                            \

              quantify administration strategy

             document individual     experience

            document  education       experience

           document   business        experience\

          /provide    3-sided         pyramid    \

         / identify   24 hour daily   work        \

        /  formulate  Theory W        hypothesis   \

       /   illuminate organization    propositions  \

      /    document   scholarly       process        \

     /     clarify    theory          construction    \

    /      identify   organization    theories         \

   /       research   organization    structures        \

  /        delimit    wisdom          key words          \

 /         style      electronic      writing             \

/          research   writing         wisdom               \

____________________________________________________________

Note: Ties to the structural statement of part 2.

Barnard revisited 

      Organization output. An organization produces a

something which can be called productivity, efficiency,

creativity, synergism, or leadership - among other

possibilities.

      Dividing output by input arrives at productivity or



 

 

 

 

 

 

Theory W  page 163                                   History

efficiency.  New products and process ideas are produced by

creativity.  Synergism, as another view, produces something

bigger than the simple addition of the individual input

units.  And leadership manages ideas whereas things are

managed for output.  But regardless of the approach, the

focal point of an organization remains output - even as

stated in the annual report mission statement or annual

product catalog.

      Recall the history of efficiency, job task

performance, assent to formal organization orders, and the

understanding of relegation to informal organization, common

sense, or the art of management.  Science had been applied

 

to job tasks but not to organization per se.

 

      Since the efficiency of organization is affected by

   the degree to which individuals assent to orders [job

   tasks], denying the authority of an organization

   communication [of tasks] is a threat to the interests of

   all individuals who derive a net advantage from their

   connection with the [pure functional] organization,

   unless the orders are unacceptable to them also.

   Accordingly, at any given time there is among most of the

   contributors an active personal interest in the

   maintenance of the authority of all [job task] orders

   which to them are within the zone of indifference.  The

   maintenance of this interest is largely a function of

   informal organization.  Its expression goes under the

   names of "public opinion," "organization opinion,"

   "feeling in the ranks," "group attitude," etc.  Thus the

   common sense of the community informally arrived at

   affects the attitude of individuals, and makes them, as

   individuals, loath to question authority that is within

   or near the zone of indifference.  The formal statement

   of this common sense is the fiction that authority comes

   down from above, from the general to the particular.

   (4 170)



 

 

 

 

 

 

Theory W  page 164                                   History

      The problem comes when the common sense strangles

output.  To counter the many forms of work slowdown, a lot

of managing energy goes into "motivating" the common sense

to greater output.

      In contrast to adversarial-reduction motivation,

Theory W transcends to a simple philosophy of mutual

purpose.  Theory W proceeds to quantify the organization of

job tasks with the organization's common sense purpose.

Thus Theory W offers a simple tool which releases the

individual to motivate themselves in a cooperative and

coordinated way.

 

      Upward delegation.

 

      The fiction of superior authority is necessary for two

   main reasons:

      (1) It is the process by which the individual

   delegates upward, or to the organization, responsibility

   for what is an organization decision - an action which is

   depersonalized by the fact of its coordinate character.

   (4 170)

      To provide depersonalized coordination, the

organization delegates tasks downward.  That downward

assignment presumes to have upper level rationale since we

look upon the organization to be rational.  Theory W simply

documents that depersonal coordination rational - that does

not say that the individual tasks are not personal.  The

performance of individaul tasks must be the responsibility

of the individual worker - therein lies the pride of

actualization in Maslow's term.



 

 

 

 

 

 

Theory W  page 165                                   History

      Continuing with the fiction of superior formal

 

authority -

 

      (2) The fiction gives impersonal notice that what is

   at stake is the good of the organization.  If objective

   authority is flouted for arbitrary or merely

   temperamental reasons, if, in other words, there is

   deliberate attempt to twist an organization requirement

   to personal advantage, rather than properly to safeguard

   a substantial personal interest, then there is a

   deliberate attack on the organization itself.  To remain

   outside an organization is not necessarily to be more

   than not friendly or not interested.  To fail in an

   obligation intentionally is an act of hostility.  This no

   organization can permit; and it must respond with

   punitive action if it can...  (4 171)

      Hawthorne informal organization. Safeguarding the

substantial personal interest refers to individual task

performance - if the individual has tasks assigned

non-performance can be judged as hostile.  Theory W says

that normal performance reporting occurs weekly.  That

reporting, however, must be actualizing - not punitively

fearful.  Thus the spirit of creativity, innovation, and

synergism can be facilitated.  Simplistically, that can be

called the Hawthorne Effect, or more simply informal

 

organization.

 

      Another approach is to view informal organizations as

   a social fact and to treat them as part of the stage for

   formal organizations.  This approach stresses the useful

   functions that could be performed by informal

   organizations.  It recognizes that informal organizations

   can help improve communications, develop cohesiveness in

   groups, and maintain the self-respect of members in the

   organization.  (19 73)

      Despite Carey's criticism of the methodology, it would

   seem that two major lessons were learned from the

   Hawthorne experiments.  First informal groups can be



 

 

 

 

 

 

Theory W  page 166                                   History

 

   powerful factors in employee behavior.  Second,

   behavioral research can lead to a deeper understanding of

   the dynamics of behavior within organizations.  (19 137)

      The [members] developed small, cohesive group

   structures.  They became participating members of the

   group both psychologically and socially and a great deal

   of social activity occurred both inside and outside the

   working environment.  The [members] began to help each other

   and the group.  (19 136)

      The Hawthorne studies formed the bedrock of the human

   relations movement.  Although this movement shifted

   attention away from formal organization, it still

   accepted the basic concept of the legitimacy of authority

   stemming from hierarchial controls.  (19 137)

      Pure functional informal organization. Early

literature had fuzzy nomeclature, thus the addition of

"Hawthorne" and "pure functional," needs to be added to

 

anchor Theory W to that early literature.

 

      [Pure functional] informal organization is essential

   to formal organizations, particularly with reference to

   communication.  This is true not only of the organization

   as a whole, or of its ultimate subordinate units, but

   also of that special part which we call the executive

   organization.  The communication function of executives

   includes the maintenance of [pure functional] informal

   executive organization as an essential means of

   communication.  (4 223)

      Although I [Barnard] have never heard it stated that

   this is an executive function or that such a thing as an

   [pure functional] informal executive organization exists,

   in all the good organization I have observed the most

   careful attention is paid to it.  In all of them [pure

   functional] informal organizations operate.  This is

   usually not apparent except to those directly concerned.

   (4 224)

      [Hawthorne and pure functional] informal organizations

   are found within all formal organizations, the latter

   being essential to order and consistency, the former to

   vitality.  These are mutually reactive phases of

   cooperation, and they are mutually dependent.  (4 286)

      Some more recent literature perpetuates the fuzzy

 

meaning of the pure functional organization structure. 

 

 

 

 

 

 

Theory W  page 167                                   History

 

      To some people, that mystical entity known as the

   [pure functional] "informal" organization is the real

   organization, through which things really get done.

   (6 145)

      [Pure functional] informal organization encompasses

   all the relationships, communication channels, and

   influences of power centers that mature, reasonable

   people in the organization [use]....Rather than being a

   logical extension of the formal organization, it comes

   into being because the formal organization is viewed as

   illogical, inflexible, inefficient, or just plain

   inconsistent with personal and possibly even

   organizational objectives.  This...[pure functional]

   informal organization, according to organization

   specialists, gets work done in spite of the formal

   organization.  (6 146)

      In Theory W, the in-spite-of pure functional

organization comes from the non-executives of the formal

organization.  Regardless of the individuals doing the pure

functional organizing, it must be accomplished.  One way

being less productive than the other.  Theory W encourages

executives to perform their function and proposes a way to

do so.  This dissertation even proposes to measure the

result of increased visibility when using a more pure

functional structure.

      Organization dependencies. All organizations depend

on individuals.  The Hawthorne informal organization

provides creativity, innovation, and synergistic spirit.

The pure functional informal organization provides the order

of task work.  The formal organization denotes the

responsibility of monitoring for advances or declines versus

the pure functional plan.  The earliest hardcopy literature



 

 

 

 

 

 

Theory W  page 168                                   History

 

evidence of pure functional organization comes from Fayol.



 

 

 

 

 

Theory W  page 169                                   History

 

Chapter 2 - Educational administration 

 

      PhD study

      College teaching

      The young child

      Continued worker learning

      Review.  Following the topic delimitation of Appendix

A, we move from the industrial organization history of

Chapter 1 to the education organization history which

follows in this chapter.

      Regardless of the entrance bias into history, an

appreciation of organization theories should come out the

same - the goal being a comprehensive understanding.

      Summary.  Education, being a personal experience,

provides massive amounts of divergent views.  The challenge

of scholarship comes to be an adequate review of the

teaching literature with respect to organization, and

specifically functional organization.  Phase 8 completes the

list of organization theoories gleaned from historical

review.  A separate analysis of propositional statements

will be taken up in Chapter 5.

      Next.  A short dialogue and presentation of some of

the scholars of organization appears in chapter 3, then a

review of organization structures follows in chapter 4.

PhD study 

      The literature review here ties with Bowling Green

State University's Higher Education Administration doctorate



 

 

 

 

 

Theory W  page 170                                   History

 

program course 701 entitled Administrative Theory.

      Administrative theories, which umbrella functional

organization theory, can be seen from course teachings of a

PhD program for higher education administration.  A

particular graduate course, entitled Administrative

Theories, provides insight into organization theories as

seen from the the education industry's point of view.

      One particular PhD course investigates 50+ books, each

summarized in one page.  The pages were shared and assembled

with overview comments.  The chosen commentary on education

industry administrative theories began with one particular

 

quote.

 

      Whatever your work, you can be brilliant at it only if

   you think about it, but having a PhD degree doesn't prove

   a person is capable of thinking at all, nor does the lack

   of a high-school education prevent you one tiny bit from

   thinking brilliantly.  (51 49)

      Thus thinking can be seen to be irrespective of

educational degree, and functionally available to EVERY

worker.  In a previous table, the organization theory of

"only individuals do work" can be restated as "only

individuals think and do work."

      Thinking also flows beyond job-work.  Pondering

whatevers can be seen as artistic - in contrast with the

scientific approach, which can be seen as implying (1)

singularity of vision and (2) absolutes (50 28).

      Thus Theory W can be seen as incorporating a singular



 

 

 

 

 

Theory W  page 171                                   History

vision and an absolute way, however a dynamic way, to

organizational vision attainment.

      A vision and a way imply awareness.  Organization

awareness -

 

      will definitely not adjust you to society.  It can

   help you to adjust to yourself - help you to discover

   your own reality...[within the functional organization]

      Awareness leads to a continuing ongoing enrichment and

   involvement with your life.  (EDAS578 3)

      Ongoing enrichment and involvement can be seen as

happiness.  Taylor enabled happiness (36 25) (24 210).

Taylor was a dominant, if not the dominant, scholar of

administrative theory and functional organization - as

enumerated in the next chapter.

      Thusly, individual choice - to commit to each task in

a series of tasks leading to the organization's vision - can

provide individual worker happiness in an industrial, or

educational, or perhaps any setting.

      The educational administrator's responsibility can be

seen as the upliftment of teacher self-esteem so that they,

in turn, will do the same for their students (5).

      Master teacher tasks. A significant work, based on

Teacher Expectations, Student Achievement (TESA) mid-1960s

research, and attributed to S.Kerman, possibily appendixed

in the book Pygmalion in the Classroom by R.Rosenthal and

L.Jacobson (Holt 1968), was presented in 1985 to the

Directors' and Supervisors' Conference of the Ohio



 

 

 

 

 

Theory W  page 172                                   History

Department of Vocational and Career Education (July 31), and

entitled TESA for Administration by B.Eich.  Reworded in

functional organization language, the master teacher tasks

 

are -

 

Table 23 - Boss expectations, worker achievement 

____________________________________________________________

 

      A.   Give response opportunities.

        1. Provide equal calling.

        2. Provide individual help.

        3. Give think time.

        4. Do thought delving.

        5. Ask higher questions.

 

      B.   Give boss feedback.

        1. Affirm feeder's position.

        2. Praise thought basis.

        3. Validate praise reasons.

        4. Hear worker thoughts.

        5. Accept worker feelings.

 

      C.   Regard personal contribution.

        1. Take near position.

        2. Give courteous respect.

        3. Show timed interest.

        4. Share equal touch.

        5. Correct disrespect.

____________________________________________________________

Note: TESA development through the minds of Eich, Kerman,

Rosenthal and Jacobson, mid-1960s to 1985.

      The structure can apply to any organization and will

be further developed as a case study in a future chapter.

      Administrative theory chronology. A chronological

view of administrative theories comes out of the PhD course

 

entitled Administrative Theories -



 

 

 

 

 

Theory W  page 173                                   History

 

Table 24 - Chronology of administrative theory 

____________________________________________________________

 

 Year Theory description and reference

 ____ ______________________________________________________

 

 1795 Boulton & Watt foundry personnel mgt (1964 Urwick 172)

 1817 Owen personnel management pays (1964 Urwick 187)

 1833 child employee education act (1964 Urwick 178)

 1903 ASME paper on functional vs military (1947 Taylor)

 1909 ed.efficiency=training,attention,thinking,discernment

      liberty,enthusiasm;character,expression,knowledge,

      constructive imagination (Eliot)

 1913 ed.begins to apply scientific mgt=determine product

      standards,number progressive stages (Bobbitt 11)

 1914 "exclusion of...appreciation...lasting significance...

      command of methods..without..teacher (Strayer 241)

 1915 [the call for more functional org] (Cubberley)

 1916 committee endorsed people policies (1964 Urwick 187)

 1916 '29 to G.B. '49 to U.S.

      plan,org,command,coordinate,control (1949 Fayol)

      emphasize"prevoyance"=look ahead,coordinate,set

      goals and standards (1950 Gulick v.50 48)

 1920-40 lessons forgotten and relearned (1964 Urwick 191)

 1918,23 "teaching...inherently dynamic,inseparable from

         the function itself." (1940 Moehlman p.v)

      "view...too narrowly from its institutional aspect.

      (p.31) (1924 Chapman) teaching=release.creative.

      talents and orient.high-level.co-operation(p.53)

 1920 jr.hi."an opportunity rather than an achievement."

                                           (Briggs)

 1920 greeks,jews,romans,christians,barbarians,Church was

      not progress,rather assimilation (Cubberley)

 1923 analyze.education.jobs (Cubberley)

 1925 116 case problems  (Cubberley p.v)

 1928 clear aim,careful plans,execution,results

      evaluation,self-critique of work versus just

      experience (Sears p.ix)

      medieval sin enforces rigidity (Sears 22)

 1900-30 ed.adm vs.bus.mgt practices (Callahan 1962)

 1933 fatigue,monotomy=induced worker imbalance (Mayo)

      Hawthorne=untouched human problems

 1934 task science,worker education (Taylor)

 1937 planning=knowing when,where,way to perform function

                                    (Fayol in Sears 1950)

                                 

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                           Theory W  page 174

____________________________________________________________

 

 1937 task of coordination[of tasks] (Gulick 54)

      specialists relatively authoritative (Gulick 54)

 1938 Barnard=authority conferred by subs on superiors

      (Balderston 1974)

 1939 worker view determines efficiency (Roethlisberger)

      collaboration comes more from non-formal structure,

      personal satisfaction makes willing cooperation

 1940 "direct contact of the responsible people (Metcalf)

 1940,42 developing theory (Clapp, Wengert)

 1941 professional group rather than public typically

      take initiative (Mort 311)

 1941 leader demands goals to be reached (Reeder 25)

      enter pupil judgement (p.234-46)

 1942 coordination (Follett 23) definition of task

      authority (p.147,9) genuine power is capacity (109)

 1942 mental & psychological conditions (1964 Urwick 171)

 1945 rational human choice (Simon c.2) premises are the

      smallest unit of analysis (c.4,5) organization

      boundaries are human members (c.6)

 1945 investigation effects planning (Urwick) marketing

      research statistics, discipline & rule orientation

 1946 application to public adm (1948 Gulick) clear

      purpose statement,translation to program,

      coordination,planning,decentralization

 1947+ new movement away from anecdotal instruction TO

      theory or empirical research (Helpin 1970)

 1948 org is "systematically coordinated interaction,

      continuous in time,of 2 or + individuals."(Barnard)

 1949 technical assimilation (Lawler)

 1950-85 Jap.success=(1)technology (2)mgt.style

         (3)worker support(Garzony 1981)

 1950 assimilation and dilution (Sears)

      constantly assist and encourage responsibility

      "natural to strive for what one wants, equally

      natural to avoid unnecessary effort or effort

      toward unwanted ends."

 1951 for social reproduction public school=

      operating agency of government (Moehlman 61)

      little org research despite scientific move in

      ed since 1912 (98) instruction=recessive (149)

 1952 integrate business & ed; teach leadership by

      practical experience,coaching,supervision;

      develop very young leaders (Urwick)

 1952 Hawthorne human intellectual org (Urwick)

 1953 government growth exceeds reasonable bounds (AMA)

 

                                                   continued

____________________________________________________________

 

 

 

 

 

 

Table continued                           Theory W  page 175

____________________________________________________________

 

 1954-9 social SYSTEM(163 Halpin 1970) cited Getzels,

      Guba,Halpin,Griffiths,Hemphill,Fredericksen,

      Carlson,Croft

 1955 case study develops thinking,sci method use=

      locate problem,define basis,arrange facts&skills,

      alternate solutions,test,verify (Sargent)

 1956 constructive use of informal behavior (Griffiths)

 1957 common sense problem solving (Mort)

 1957 principles harder to identify in ed (Abbott p.vi)

      ed.adm=ombudsman (5-6) ed goal=discover,teach

      knowledge (25) individual=active mechanism

      habituated in fulfilling basic needs(drives)(34-5)

      more models of org (40) essential permissiveness &

      relaxed atmosphere for effetive work (42)

 1958 theory/model of formal org (March) propositions(6)

      reinvention of historical fact and premise (33)

 1958 best practice recommendations (Hunt) losing touch

      with principles

 1959 theory of adm relative to formal org (Griffiths),

      administration=(1)generalized behavior in all org,

      (2)directing & controlling social life,(3)based on

      developed & regulated choice,(4)works with id's

      with a group referrent(71-4)

 1960 social science orientation (McGregor) theory x =

      id's dislike work, (2)therefore coercion, control,

      micro-managed, threat, (3)direction to avoid

      responsibility, little ambition, wants security

      most (33-5) theory y = (1)work is natural, (2)self-

      direction to committed objectives(control), (3)

      commitment brings rewards, (4)learns to accept and

      seek responsibility, (5)most think and create, (6)

      capable of challenge(47-8), strategy = (1)clarify

      broad job requirements, (2)establish limited time

      targets, (3)manage target period, (4)appraise

      results(67)

 1960 Taylor & Babbage referenced, sci.mgt= org.planning,

      production, relations, costs, sales (Villers)

 1961 stratification theory vs.new pluralistic theory of

      community power, relationship of leaders to

      constituents is ambiguous, situational (Dahl)

 1962 social behavior, causal explanation = clearly

      intentional & meaningful by the individuals(Weber)

 1962 what steps provide excellent ed (Callahan)

      Taylor, Spaulding & Bobbitt referenced

 1964 behavioral ed.adm (CASEA) adm.sci not yet placed

 1964+ anticlimatic (167 Helpin 1970)

 

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                           Theory W  page 176

____________________________________________________________

 

 1965 econ,pol.sci,psy,soc.ties to sch.adm (Tope)

 1966 theory dev in ed.adm,phil & sci principles,

      implementation (Saunders)

 1967 interpersonal competence & group development(De)

      B havior = f unction (p erson) (s ituation)

 1967 open system to optimize functional dept interplay

      (Lawrence)relevant external environ for performance

 1968 educators Conant,Dewey cited (Getzels)

      (1)mgt.Taylor,Fayol,Gulick;(2)hum.rel.Follett,Mayo,

      Rothlisberger,Lewin;(3)soc.serv.Barnard,Argyris,

      Griffiths,Simon;normative & personal dimensions

 1968 organization cannot give nor impose (Foote)

      human need satisfaction(14) cultivate forms of

      excellence(26) faculty senate powerful but lacks

      self-government(31)

 1969 universal successful principles (Hersey)

      organization=task output relationships(100)

      cited Maslow hierarchy,Mayo,McGregor theory X-Y,

      Homans social system,Argyris (Im)maturity theory,

      Herzberg motivation-hygiene theory,Likert mgt.sys.

      task-relationship maturiation curve

 1970 cited McGregor theory y (Townsend)

 1971 application of theory y to 3 org (Argyris)

 1971 campus governance=intuition,irrational precedence,

      hip responses(Hodfkinson)

 1973 hi.ed.org=political,consensus,brotherhood,

      conservative or compound sys(Helsabeck)

 1973 ed.adm.role=strength,positiveness,endurance,

      compassion,firmness,imagination(Knox)

 1974 sys=arrangement forming a whole(4 Richman) open

      sys=continually importing-transforming-exporting

      =dynamic(5) cited Mauer,Kast,Rosenzweig

 1974 theory in practice=action & allegiance(63 Argyris)

 1974 TESA begins out of mid60s research(Eich 1985)

 1975 mgt.substance=program budgeting,operations

      research,mgt by objectives,sys.analysis(145 Corson)

      university resources=people,space,time,books,

      equipment,repute,money(185) worker facts=expert,

      intellectual(learning,inquiring,reasoning minds),

      professional self-direction(237-8)

 1976 theory of rational choice(Simon) limit control span

      to a low number(20-1)

 1978 balances bureaucratic structure & existential

      participation in spirit of theory y(Hoy)

 1978 leading from one point to another(Sayers)

                                                   continued

____________________________________________________________

 

 

 

 

 

 

Table continued                           Theory W  page 177

____________________________________________________________

 

 1978 cited Barnard,Simon,Breneman(Balderston) university

      mission=teaching,research,public service(11) look

      backward in the flow evaluates relationships, look

      forward to id goals,purposes(7-8) activity & output

      lead to goals(8) org.problems(1)responsibility gaps

      (2)cohesion & clarity of objectives (3)ridigity(56)

 1978 ed.org.different(Curtis)

 1979 org.elements=(1)leading (2)expections (3)order (4)

      basis skills (5)monitor worker frequently(Edmonds)

      cites Weber,NYstate,Madden,Brookover,Lezotle

 1979 MBO systems approach=(1)define org.aim (2)define

      org.environment (3)define resources (4)spell out

      activity components (5)chart mgt.method(9 Odiorne)

 1980 cited Taylor,Maslow(McGregor)

 1980 ed.service=national economic survival(Brooksbank)

 1981 leadership=performance & people concern(ix Blake)

 1982 org.theory not advancing for failure to treat org

      as concrete,material(Pfeffer) cited Galbraith

      structural contingency theory

 1982 technology changes faster than org.(Monahan)

 1982 Jap.250day school year & entrance exams(Beauchamp)

 1982 double-loop learning=question,possibly redefine

      goals & situation(226 Argyris) cited Torbert,Brief

 1983 worker-based quality=where did WE go wrong?(Lee)

      cites Ouchi,Shukla

 1983 cites Ouchi(George) unifies workers around org

      philosophy with open systems and consultative WE

 1985 TESA strands=give response opportunities,feedback

      from boss,personal regard=excellent teacher goals

      cited Rosenthal,Jacobson,Kerman

      (Lange)work=human value source (1)humanize

      philosophy (2)congrue values (3)rotate jobs

      (4)structure work (5)commune open sys

      (6)consultative choices (7)secure personhood

____________________________________________________________

Note: W.York (1985) Administrative theories - EDAS 701.

Bowling Green OH: BG State University.  PhD program in

Higher Education Administration.

      Review of theories presented. Based on the above

chronological review, the table of organization theories

 

increases substantially.



 

 

 

 

 

Theory W  page 178                                   History

 

Table 25 - Organization theories - phase 5  

___________________________________________________________

 

 Theory                                      Effectiveness

 ______                                      _____________

 

 authority of the aim                                  yes

 strategy                                           yes/nob 

 treat organization as materialb                       yes

 organization = order of tasks then who assignmentb    yes

 authority of administrator/teacher/coordinatorb       yes

 leadership leads from one point to anotherb           yes

 release.creative.talents orient.high.cooperationb     yes

 orient product determination to peopleb               yes

 worker orientation provides better outputb            yes

 only individuals think and do workb                   yes

 action = theory in practiceb                          yes

 individuals choose self-direction = power/capacityb   yes

 functional task division provides awarenessb          yes

 individual responsible job critique brings rewardsb   yes

 worker=expert,learner,self-directingb                 yes

 double-loop learning = question and rdefineb          yes

 direct contact of responsible workersb                yes

 appreciation, significance, command of methodsb       yes

 control theory rests with individual intentionb       yes

 correct.induced.imbalance=habituate.need.fulfillmentb yes

 line and staff(relatively authoritative)b             yes

 universal org = task output relationshipsb            yes

 structure is bureaucratic thus facilitate changeb     yes

 response, feedback, regard opportunityb               yes

 fore/back up/down why/way task i/o relationship flowb yes

 life-cycle leader theoryb                          yes/no

 span of control

 when,where,way,web 

 assimilation brings dilutionb 

 intention vs commitment vs competenceb 

 open system dynamicsb 

___________________________________________________________

Note: a Next phase appears later in this chapter.

      b Theories added or modified since phase 4.

      Organization defined. In this century, Barnard

receives credit for the "most famous definition of an

organization."(40 i) And "Barnard appears in virtually every



 

 

 

 

 

Theory W  page 179                                   History

bibliography on organization."(4 vii) Barnard early on

asked, "What is an individual?"(4 8) He elaborates on - (1)

the individual's physical ability (4 10), (2) their "ability

to maintain an internal balance, and a continuity..."(4 10),

and (3) the need to work "in conjunction with other human

organisms."(4 11) The properties of an individual are (a)

activities, (b) psychology, (c) choice, and (d) purpose

(4 13-4).  Following from the individual element, he defines

organization as a "specific cooperative system" of choices

based on purpose and alternatives (4 17).

      In general, "organizations are a social invention -

humans design them, run them, and work in them."(112 ix)

      Continuing with Barnard's implications, the

organizations of the individual supply a "memory" or

"conditioning."(4 38) Then, and only after the foregoing,

Barnard "imputed to the individual the restricted but

important capacity of choice."(4 38) He concludes that

"adaptation....makes...something more than mere response to

present conditions."(4 38)

      Review of theories presented. The importance of

Barnard's theory of organization warrants another phase

 

statement.



 

 

 

 

 

Theory W  page 180                                   History

 

Table 26 - Organization theories - phase 6a  

___________________________________________________________

 

 Theory                                      Effectiveness

 ______                                      _____________

 

 authority of the aim/purposeb                         yes

 strategy/psychologyb                                  yes

 organization is workers & their task choicesb         yes

 treat organization as material                        yes

 organization = order of tasks then who assignment     yes

 authority of administrator/teacher/coordinator        yes

 leadership leads from one point to another            yes

 release.creative.talents orient.high.cooperation      yes

 orient product determination to people                yes

 worker orientation provides better output             yes

 only individuals think and do work                    yes

 action = theory in practice                           yes

 individuals choose self-direction = power/capacity    yes

 functional task division provides awareness           yes

 individual responsible job critique brings rewards    yes

 worker=expert,learner,self-directing                  yes

 double-loop learning = question and redefine          yes

 direct contact of responsible workers                 yes

 appreciation, significance, command of methods        yes

 control theory rests with individual intention        yes

 correct.induced.imbalance=habituate.need.fulfillment  yes

 line and staff(relatively authoritative)              yes

 universal org = task output relationships             yes

 structure is bureaucratic thus facilitate change      yes

 response, feedback, regard opportunity                yes

 fore/back up/down why/way task i/o relationship flow  yes

 life-cycle leader theory                           yes/no

 span of control

 when,where,way,we

 assimilation brings dilution

 intention vs commitment vs competence

 open system dynamics

___________________________________________________________

Note: a Next phase appears later in this chapter.

      b Theories added or modified since phase 5.

      Chasing complete theory. The search of and for

organization theory expands into many corners and can give

the impression of complexity.  Not being cornered and not



 

 

 

 

 

Theory W  page 181                                   History

being overwhelmed35 by a system's apparent complexity are

substantial challenges for the self-motivated learner.

 

Barnard faced these challenges.

 

      It is not easy to distinguish between concepts which

   Barnard invented and those which he reshaped, developed,

   and extended in his ambition to construct a complete

   theory.  (4 xi)

      As complete as Barnard's Theory Was, Theory W goes

further.  We now continue to review historical organization

theories.

 

      Freedom versus order.

 

      All forms of social organization have two simultaneous

   needs that are often at odds with each other:  freedom

   and order.  Freedom springs from intuition and leads to

   innovation.  Order stems from intelligence and provides

   efficiency.  Both are essential, but are they compatible

   with each other?  (151 xi)

      Theory W answers yes.  Specifically from the above

theories table, the administrator uses authority to develop,

with their individual workers, alternatives from which the

individuals can choose, all the time supporting the higher

authority of the organization aim.

 

      Barnard summary. Barnard considered -

 

      the important structural concepts...to be the

   individual, the cooperative system, the formal

   organization, the complex formal organization, and the

   informal organization.  (4 xii)

 

____________________

 

      35 Whelm = 1.to cover, submerge, or engulf, 2.to

crush, ruin, or destroy; to overwhelm or overpower.

J.L.McKechnie (1983) Webster's new universal unabridged

dictionary.  New York: Simon & Schuster.



 

 

 

 

 

Theory W  page 182                                   History

      The psychological behaviorist Barnard identified the

dynamic concepts of organization "as free will, cooperation,

communication, authority, the decisive process, and dynamic

equilibrium."(4 xii)

      Theory W, being a structural approach, continues with

the structural concepts as summarized by Barnard.  But first

a note on differing views of history.

 

      Education versus business.

 

      Barnard brought his ideas into form at the time when

   reports from the Western Electric experiments were coming

   into conflict with the theories of scientific management

   originating in the work of F.W.Taylor and in the

   rationalistic theory of organization formulated by Henri

   Fayol.  (4 x)

      [They] were rediscovering human motivation in the

   Hawthorne Works...  (4 x)

      The above mentioned conflict, real or not, should not

prevent the discovery of underlying theory.  Interpretation

of fundamental theory can reconcile this and other literary

conflict.

      "Pioneers like F.W.Taylor, Elton Mayo, and Henri Fayol

began to apply science to management."(122 viii) We are

challenged to build on their work.

      Now on to the structural concepts of organization.

      Individual worker.

      Have you ever looked upon someone as particularly

organized?  And in life, of course, we observe the occurance

of a disorganized person - a particular person.  Thus we can



 

 

 

 

 

Theory W  page 183                                   History

look personally at that organization which brings us to

personal aims.  Combined personal actualizations are the

same actualizations which carry the multi-individual

organization (MIO) to its aim or mission.

      I conclude that to organize any MIO, the organizer

should first organize the individual as a organization.

      Theory W views organization as a human activity (task,

action, act) - a tool to achieve human needs.  Those human

needs are existance, relatedness, and growth.

 

      The lowest level subsystem of the organization is the

   individual human; subsystems of the human are not

   considered subsystems of the organization.  (105 92)

 

      Cooperative system.

 

      Because individual human beings are limited in

   knowledge, foresight, skill, and time...organizations are

   useful instruments for the achievement of human purpose;

   and it is only because organized groups of human beings

   are limited in ability to agree on goals, to communicate,

   and to cooperate that organizing becomes for them a

   problem.  (119 170)27

      From the above age, Theory W was developed to address

cooperative work task knowledge and communication, and

foresight toward goals.  The proposition of providing worker

visibility into goals, thus increasing productivity went

without saying.  Management science engineers exemplified

Theory W progress.  But those organization technicians nary

 

____________________

 

      27 Originally in H.A.Simon (1957) Models of man.

New York: Wiley.  p.199.



 

 

 

 

 

Theory W  page 184                                   History

scratched the interest of most formal organization

administrators.

      Thus beginning in the 1960s Theory W based on the

administrative function which posed to communicate

cooperative work task knowledge and foresight toward goals.

      A preconception of Theory W was that administrators

were interested in exposing the knowledge and foresight

process - some were, many were not.  Thus in its fourth

decade of development, Theory W seeks to write for

administrators who are interested in promoting the

productivity of their organization by adding the functional

organization structure to the classic formal organization

theory.

      Organization development field theory (ODFT). A

 

social psychology term.

 

      I have developed organizations throughout my career

   but not in the sense of the French and Bell use of the

   key words of Organization Development (OD).  I am outside

   of the OD which "emerged from three basic sources:  (1)

   the laboratory training movement, (2) the development of

   survey research and feedback methodology; and basic to

   both of these, (3) the writings, efforts, energy, and

   impetus of the late Kurt Lewin."(117 15)28

 

      If laboratory training and survey research feedback

   constitute two main historical origins of organization

   development, then certainly Kurt Lewin and his work in

   developing a field theory of social psychology must also

   be recognized.  (117 18)

 

____________________

 

      28 Specifically the period 1972-1983.



 

 

 

 

 

Theory W  page 185                                   History

      Also recognize that psychology and the seemingly

applicable term Organizational Development, are not quite

aligned with the development of functional organization

principles here-to-fore described.

 

      Formal organization.

 

      Our central focus here is on formal organization, but

   formal organization, in turn, is but one branch of a

   broader concept of organization as any set of repeated or

   continuing interactions that produces some discernable

   joint effect. This concept of organization includes not

   only the instances in which people consciously coordinate

   their efforts to produce some joint outcome.  It also

   encompasses joint effects that are unconscious outcomes

   of interactions, outcomes that the interacting parties

   may be quite unaware of (and perhaps would regret if they

   were aware of them).  (105 352)

         A formal organization is itself a party that can

   interact with other parties, be they individuals or other

   formal organizations.  (105 18)

      Only individuals act, organizations do not - the

concept of agent is a matter of law and is not here

integrated with organization theory.  Thus in functional

organization theory, with worker stands alone in

performance, yet supported by their organization(s).

 

      If the actions of two or more parties are consciously

   coordinated toward a joint effort, the organization is

   formal.  It is informal if the joint effort is produced

   without conscious coordination.  (105 17)

      In the above sense, the functional structure is

formal, yet differentiates from the formal - thus there can

be two structures within the above said connotation.

 

      Geographic location.



 

 

 

 

 

Theory W  page 186                                   History

 

       In the case of a large organization, the location

   diagram may look something like the familiar organization

   chart and give the locations of branches, posts,

   churches, stations, ships, aircraft or units; and again

   the names of the people who are stationed at each place.

   (210 6)

      In the above, note the idea of residency - the only

way you can be within the organization is to reside in the

physical place.  Organization, in the search for growth in

increased theory effectiveness (universality), can be

released from the only-the-physical-location (formal

organization) view, and can be seen from the informal

psychology view, and from the matrix (functional) view.

 

More on that later.

 

      The...step is for A and B jointly and consciously to

   produce some output.  This is the relationship we call

   formal organization...  (105 193)

      This portrays a move to explain the functions within

the formal organization - those that must be there for any

organization to work.  Both the formal and functional

 

organizations have their place in organization theory.

 

      We can think about a formal organization as an

   impersonal entity that has no goals except those

   consciously assigned to it.  Decisions in an organization

   can thus be thought about as if its motives were solely

   objective, explicit, and consistent - and hence rational.

   Principles about decisions, then, can be lifted from a

   maze of amphorous complexity when we shift attention from

   decision making by an individual to decisions by the

   organization.  That is why decision theory must come from

   economics, not from psychology or elsewhere in behavioral

   science.  For the good of both organization theory and

   decision theory, I discuss decisions mainly in connection

   with formal organization.  (105 106-7)



 

 

 

 

 

Theory W  page 187                                   History

      From the above can be seen that decision theory and

the formal organization theory support functional

 

organization theory.  Further -

 

      No one plans those patterns, and the parties do not

   consciously coordinate their actions to produce them, but

   the patterns nevertheless happen - and that is the

   essence of informal organization.  (105 20)

 

      Informal organization.

 

      If an employee enjoys doing his work, seeing the

   system work smoothly, of having the feeling of being

   needed, or if he lives in the happy glow of expecting to

   be promoted, he in effect receives these compensations in

   addition to his pay.  Such factors increase...his desire

   to keep the job, decrease...the desire to withhold

   effort, or do both.  Either effect extends his [intensity

   of desire] to stay in the organization and thereby

   decreases his bargaining power relative to that of the

   employer.  Intense enjoyment of work may induce someone

   to do it virtually as a gift.  (105 300-1)

      The existing literature on organization theory and

   organization behavior gives substantial attention to the

   importance and inevitability of informal organization

   within the formal and of making the informal work with,

   or at least not against, the formal.  (105 353)

      Those who do the work of the organization are the

   staff.  The term here includes everyone from routine

   manual workers to top executives.  (105 200)

      A rational decision maker chooses those alternatives

   whose benefits equals or exceeds their cost.  To

   translate this into an organization context, the main

   level of such a decision is whether the organization

   should be formed in the first place.  If so, its

   formation is followed by an indefinite succession of

   questions about ongoing operations.  (105 199)

      Theory W affords a frame for those definite questions

and the respondent decisions about the interrelated tasks in

 

support of the-should of existence.

 

      A formal organization is likely to have numerous

   controls of this sort.  "Whenever so-and-so happens, do

   such-and-such."  The implicit or explicit valuation is,



 

 

 

 

 

Theory W  page 188                                   History

 

   "Whenever X occurs, the best response is likely to be Y."

   That valuation is made by the person who designs and

   instructs the input/output relation, not by the person

   who executes it.  (105 96)

      Thus there still exists a need for another structural

view separate from the formal and informal.  Theory W

provides a tool for the explicit documentation of the

functional organization design.  But that does not say the

 

formal and informal theory need be discarded.

 

      The more closely actual behaviors conform to the

   prescribed roles, the more an observer can learn about

   either one by studying the other.  (105 247)

      The study of formal organization is the elaboration of

   the consequences of the single binding decision.

   (105 195)

      Human ecology and demography deal with clearly

   informal processes, while other sociologists deal very

   explicitly with complex organization, which is basically

   formal.  (105 357)

      Formal organization...has at least one control

   subsystem that (1) acts on behalf of the whole system and

   (2) has some capacity communicationally to instruct and

   transactionally to motivate its operating subsystems to

   behave as it, the control system, desires.  (105 183)

      Capacity is displayed via the formal and informal

 

views - macro-capacity and micro-capacity if you will.

 

      The individual micro-capacity.

 

      Selznick has emphasized that the formal structure is

   only one aspect of the actual social structure and that

   organizational members interact as whole persons and not

   merely in terms of the formal roles they occupy.

   (5 35)29

 

____________________

 

      29 Originally in P.Selznick (1948) Foundations of

the theory of organization.  Americal Sociological Review,

v.13,p.25-35.



 

 

 

 

 

Theory W  page 189                                   History

      We thus come to a more complex appreciation of formal

organization.

      Complex formal organization.

      Herbert Simon conceives of administrative

organizations primarily as decision-making structures.  He

 

has characterized his own focus in the following passage:

 

      What is a scientifically relevant description of and

   organization?  It is a description that, so far as

   possible, designates for each person in the organization

   what decisions that person makes, and the influence to

   which he is subject in making each of these decisions.

   (5 36)30

      Effective administration, according to Simon, requires

rational decision-making; decisions are rational when they

 

select the best alternative for reaching a goal (5 37).

 

      Almost all modern administrative organizations (as

   well as some ancient ones) are bureaucratically

   organized.  Weber enumerates the distinctive

   characteristics of this type organization in the

   following way:31 (1) Organization tasks are distributed

   among the various positions as official duties.  Implied

   is a clear-cut division of labor among positions which

   makes possible a high degree of specialization.

   Specialization, in turn, promotes expertness among the

   staff, both directly and by enabling the organization to

   hire employees on the basis of their technical

   qualifications.  (5 32-3)

      The formal organization links individual positions,

 

____________________

 

      30 See Simon op.cit., p.1-11, and p.45-78, et

passim.

      31 Weber's discussion of these characteristics may

be found in H.H.Gerth & C.Wright Mills (trans.& eds.) (1946)

Max Weber: Essays in sociology.  New York: Oxford Press.

p.196-204, 329-336.



 

 

 

 

 

Theory W  page 190                                   History

the informal organization represents the individual dynamic,

and the functional organization links individual tasks with

assigned workers.  A single worker would likely have many

 

tasks in their job position description.

 

      (2) The positions or offices are organized into a

   hierarchical authority structure.

      (3) A formally established system of rules and

   regulations governs official decisions and actions.

      (4) Officials are expected to assume an impersonal

   orientation in their contacts with clients and with other

   officials.

      (5) Employment by the organization constitutes a

   career for officials.  (5 32-3)

      Although rules are necessary, the dynamics of informal

organization and tasks are best left to worker definition

within the confines of the work task activity.  The work

task activity flow can be seen as the functional structure

of organization.  Computer data bases offer individual task

linking on a practical basis.  Thus functional organization

can be seen as an organization of individuals ONLY through

 

the organization of work task activities.

 

      If the accomplishment of an objective requires

   collective effort, men set up an organization designed to

   coordinate the activities of many persons and to furnish

   incentives for others to join them for this purpose.

   (5 5)

      Since the distinctive characteristic of these

   organizations is that they have been formally established

   for the explicit purpose of achieving certain goals, the

   term formal-organizations is used to designate them.

   (5 5)

      Regardless of the time and effort devoted by

   management to designing a rational organization chart and

   elaborate procedure manuals, this official plan can never

   completely determine the conduct and social relations of

   the organization's members.  (5 5)



 

 

 

 

 

Theory W  page 191                                   History

      But data bases of worker activities does offer a

renewed practical approach to a functional organization

structure.

 

      Synergism.

 

      The conception of structure or system implies that the

   component units stand in some relation to one another

   and, as the popular expression "The whole is greater than

   the sum of its parts" suggests, that the relations

   between units add new elements to the situation.

   (5 3)32

      We have distinguished among decisions, which select

   the behaviors of an individual; interactions, which

   involve mutually contingent but different decisions;

   patterned successions of interaction, which constitute

   informal organization; and agreement to abide by the same

   decision, which constitutes the basic social ingredient

   of formal organization.  (105 224)

      The whole can be viewed as the formal organization and

its associated output and profit.  The parts can be viewed

as the worker tasks which support the formal organization's

mission.  Those worker tasks then come full circle in

defining the work tasks of each formal job position.

      The patterned successions of interactions can be seen

as the informal organization AND the patterned successions

as the functional organization.

      Organization direction is displayed by the functional

 

____________________

 

      32 For a discussion of some of the issues raised by

this assertion, see E.Nagel (1955) On the statement "The

whole is more than the sum of its parts," in P.F.Lazarsfield

& M.Rosenberg (eds) The language of social research.

Glencoe IL: Free Press.  p.519-527.



 

 

 

 

 

Theory W  page 192                                   History

organization.  Each employee chooses to support the initial

decision of organization mission.  The patterned successions

can then be shown by the Theory W form of organization

 

structure.  The informal structure is reserved for the

unpatterned dynamic group interaction which let all the

human variables of individual selves be synergistic.  That

delimited informal organization is recognized and defined by

this work, but its elaboration is left for scientific

psychology.

      In summary, the seminal scholars of organization had a

feeling for that more correct development in organization,

even though they did not have a formulation.

 

      Organization structure and organization chart.

 

      Depending on the purpose and the audience, the 

   structure may be described in words or by a tree type of

   organization chart, matrix, mathmatical formula, or other

   form.  To illustrate, a simple listing of all roles and

   their descriptions would constitute a detailed

   description of the organization's structure and might be

   an essential tool for determining whether all necessary

   functions have been provided for.  If the focus is on

   chain of command, however, a simple tree chart might

   suffice, even if it omits most details.  (105 234)

      The omission of those most-details shows that unified

theory does not conceptualize the functional visualization.

The functional perspective, however, is much needed from the

perspective of a complete theory.  The absence of functional

structure can be linked to a low level of organization

 

cohesiveness.



 

 

 

 

 

Theory W  page 193                                   History

 

      Characteristic levels of high personnel turnover in

   American organization are a reflection of heavy emphasis

   on bargaining power in the bargain of affiliation that

   results, in part, from a distinct absence of familyism;

   high levels of mobility, specialization, and competition;

   and low levels of loyalty and commitment between

   employers and staff - all of which reduce the stake costs

   of terminating affiliation to each side.  (105 417)

      Communications, transactions, and their configurations

   that constitute informal organization coordinate people

   with one another but toward the separate goals of each.

   Formal organization, by contrast, consciously coordinates

   people toward the goal(s) of some supersystem.  (105 224)

       Again, the transactions and work-task configurations

are the functional organization.  Theory W defines the

supersystem which encompasses the four key structures of any

organization.

      Informal synergism. Synergism stems from informal

organization.  The authority of the formal organization boss

certainly interferes with synergism.  And wherever the

authority of the formal boss has hierarchy (matrix),

synergism lags.  Thus synergism, not coming from formal or

matrix organization, comes from the informal organization

which exist in spite of the formal structures.

 

      Many empirical studies demonstrate that friendship

   patterns, unofficial exchange systems, and natural

   leaders arise to modify the formal arrangements.

   (5 35)33

 

      The first quality circle.

 

      The Quality Circle Program can be viewed as the next

   step in an evolutionary process from Taylor's scientific

   management through Hawthorne's Experiments to behavioral

   science's influence, always attempting to increase

   organizational efficiency and effectiveness.  Quality

   Circles, if implemented as a function of the organization



 

 

 

 

 

Theory W  page 194                                   History

 

   and its constraints, increases efficiency by eliminating

   those processes within the organization that increase

   costs.  (130 92)

 

      Today's quality circle.

 

      A Quality Circle is a group of four to ten people with

   a common interest who meet regularly to participate in

   the solution of job-related problems and opportunities.

   It is an ongoing group operating in the work

   environment...  applying formal data collection and

   analysis, and arriving at solutions that are presented

   for acceptance and implementation...  (85 9)

 

      Bureaucracy vs synergism. Formal organization without

functional structure can be seen as typically bureaucratic,

that is, without synergism - without dynamic renewal.

      The best quality circle. The functional group brought

together by work-task interrelationships, with exception

reporting to the formal structure, can be seen as the best

quality circle.

 

      The social oversimplification.

 

      Social relations involve, first, patterns of social

   interaction - the frequency and duration of the contacts

   between people, the tendency to initiate these contacts,

   the direction of influence between persons, the degree of

   cooperation, and so forth.  Second, social relations

   entail people's sentiments to one another, such as

   feelings of attraction, respect, and hostility.  The

   differential distribution of social relations in a group,

   finally, defines its status structure.  Each member's

   status in the group depends on his relations with the

   others - their sentiments toward and interaction with

   him.  As a result, integrated members become

 

____________________

 

      33 C.H.Page (1946) Bureaucracy's other face.  In

Social Forces, v.25 p.88-94, and R.H.Turner (1947) The Navy

disbursing officer as a bureaucrat.  In Americal

Sociological Review, v.12 p.342-8.



 

 

 

 

 

Theory W  page 195                                   History

 

   differentiated from isolates, those who are widely

   respected from those who are not highly regarded, and

   leaders from followers.  (5 3)

      If the actions of two or more parties are consciously

   coordinated toward a joint effort, the organization is

   formal.  It is informal if the joint effort is produced

   without conscious coordination.  (105 17)

      Theory W replaces social-relations with

work-task-relations, although the social-relations present

with all humans, dominates the informal organization

structure.  Thus social-relations are informal, work-task

are functional, and the boss responsibilities are formal.

      When any higher up in the formal organization takes a

perceived direct interest in a worker an interesting

phenomenon happens - the Hawthorne Effect.  Generalized,

this effect can be viewed as the informal organization.

People choose to work more productively in support of the

group's (organization's) purpose.  The purpose of the group

concerns objectives recognized within the formal

organization.  If the group creates its own purpose,

sometimes contrary to formal objectives, we have an informal

group - different than the informal organization.

 

      Socialness needs aim authority.

 

      An informal organization can neither act as a unit nor

   interact as a unit.  (105 20)

      Agreed - the informal group with their floating

leadership (the boss many times unrecognizable) is isolated

from the other parts of the organization whole, yet



 

 

 

 

 

Theory W  page 196                                   History

encompassed by the whole.

      Yet, beneficial impromptu group relations will exist,

especially when challenged by critical thinking in pursuit

of functional objectives and the organization mission.

 

      For a social system to act-as-a-unit really means that

   an identifiable person (group) has the authority to

   commit the system to some course of action.  The

   foregoing discussion concerns individuals and formal

   organizations, each of which does have the capacity to

   act as a unit.  (105 20)

      Act-as-a-unit has a military war-machine connotation -

a mechanism connotation.  That connotation does not fit a

people organization - people have choice, mechanisms do not

choose.  The formal organization chart is a responsibility

reporting description for the organization.

 

      The boss serves.

 

      The first organized effort to expand our understanding

   of the human reactions of employees, which began in 1927,

   was necessarily crude, but the work progressively took on

   a research character as it advanced from one development

   to another, each step pointing the way to the next.

   (192 vii)34

      Much experience has been had in trying out and testing

   the findings of this research in real work situations and

   it seems clear that the knowledge acquired has been

   increasingly helpful in our efforts to create a better

   relationship between supervisors and workers, the kind of

   relationship which contributes naturally to the

   proficiency and a high state of morale.  (192 viii)

 

      The call for aim authority.

 

      How can humanity's capacity for spontaneous

   co-operation be restored?  It is in this area that

 

____________________

 

      34 C.S.Stoll (1939) in preface to (192).



 

 

 

 

 

Theory W  page 197                                   History

 

   leadership is most required, a leadership that has

   nothing to do with political isms or eloquent speeches.

   What is wanted is knowledge, a type of knowledge that has

   escaped us in two hundred years of prosperous

   development.  How to substitute human responsibility for

   futile strife and hatreds - this is one of the most

   important researches of our time.  (192 xiv)

      The answer can be authority of the aim - both for the

individual as an organization, and for multi-individual

organizations.  The aim can go a long way in replacing the

 

social position of the worker.

 

      The job and all the factors connected with it, such as

   the pay, the method of payment, working conditions, and

   privileges, together serve to define the social position

   of the worker.  (192 543)35

      Analysis led to the general conclusion that the

   informal organization...resulted primarily from the

   position of that group in the total company structure and

   its consequent relations with other groups within the

   company.  (192 548)

      The potential confusion between the formal, informal,

and functional structures hopefully lessens.

      Incorrect leader separation. The informal

organization, taken alone, separates the individual from the

work of the organization.

      Additionally, some literature considers the

individual, and even two individuals interacting, to be

apart from the organization.  This may be beneficial in some

regards, but Theory W does not share that view.  An example

 

____________________

 

      35 See figure 48 excerpted from the chapter Formal

vs Informal Organization (192 525-48).



 

 

 

 

 

Theory W  page 198                                   History

 

follows -

 

      The terms group and organization will be used here to

   refer only to aggregations which contain at least two

   classes of people, in general called the-leadership and

   the membership....  Since groups of only two people have

   characteristics all their own, it will be easier if they

   are not included in the discussion.  (210 4)

      To emphasize the differentiation - Theory W considers

a leader just another position with a job description which

includes functions networked in support of the organization

aim.  Thus there are no classes nor numerical classification

of group size.

      And in the informal organization sense, any worker,

through the process of choice to action, can be a leader

beneficial to the organization.  Theory W recognizes

 

leadership but does not use that concept.

 

      Treating groups rather than individuals as independent

   units of analysis permits making generalizations about

   the internal structure of work groups, but it ignores the

   interrelations of these groups in the larger industrial

   organization.  (5 12)

      And that's what functional organization emphasizes -

interrelations of the assigned task individuals.  The

general aim of the organization being the progressive

accomplishment of work tasks.

      Although the Theory W functional structure links work

tasks, the individuals assigned are, in another sense,

linked and interrelated.  However, those interrelationships

do not mimic the lines of the formal organization chart.



 

 

 

 

 

Theory W  page 199                                   History

      Functional structure holds the key to unlocking the

individual's motivation to task-action by ordering and

following the emphasis of work-task organization.

      Review of theories presented. The differentiation of

three separate structures of organization theory brings

 

about another phase statement.



 

 

 

 

 

Theory W  page 200                                   History

 

Table 27 - Organization theories - phase 7a 

___________________________________________________________

 

 Theory                                      Effectiveness

 ______                                      _____________

 

 authority of the aim/purpose                          yes

 strategy/psychology of the individual systemb        yes

 organization is workers & their choicesb             yes

 only individuals (as systems) think and do workb     yes

 treat organization as material & rationalb           yes

 organization = order.tasks then assign.whob          yes

 members act as whole personsb                        yes

 component units relate synergistically,contingentlyb yes

 authority of administrator/teacher/coordinator        yes

 leadership leads from one point to another            yes

 release.creative.talents orient.high.cooperation      yes

 orient product determination to people                yes

 worker orientation provides better output             yes

 action = theory in practice                           yes

 individuals choose self-direction = power/capacity    yes

 functional task division provides awareness           yes

 individual responsible job critique brings rewards    yes

 worker=expert,learner,self-directing                  yes

 double-loop learning = question and redefine          yes

 direct contact of responsible workers                 yes

 appreciation, significance, command of methods        yes

 control theory rests with individual intention        yes

 correct.induced.imbalance=habituate.need.fulfillment  yes

 line and staff(relatively authoritative)b             no

 universal org = task output relationships             yes

 structure is bureaucratic thus facilitate change      yes

 response, feedback, regard opportunity                yes

 fore/back up/down why/way task i/o relationship flow  yes

 parallel freedom & order = innovation & efficiencyb  yes

 three structures of organizationb                    yes

 open system dynamics yet relative equilibriumb       yes

 what,why,way,when are organization strengthsb        yes

 when,where,way,we(collective effort, coordinated)b   yes

 life-cycle leader theory                               nob 

 span of control                                        nob 

 assimilation brings dilution                           nob 

 intent,communicate,congrue,commit,co-op,competenceb  yes

 organizational behavior developmentb                 yes

___________________________________________________________

Note: a Next phase appears later in this chapter.

      b Theories added or modified since phase 6.



 

 

 

 

 

Theory W  page 201                                   History

College teaching 

      Faculty generally. Once upon a time, a project was

funded.  The purpose was (is) to structure faculty work

 

information.

 

      One of three publications that are being developed

   over a two year period...  To aid institutions in

   conducting a Faculty Activity Analysis which can be used

   for internal management purposes as well as in support of

   the Cost-Finding Principles and Information Exchange

   Procedures projects.  (263 vii)

 

      Knowledge of what activities workers perform stands as

fundamental - regardless of program costing needs.  What

 

workers do must be visible to the organization.

 

      As the task force members collectively considered

   their charge, they agreed they should attempt to develop

   an instrument that not only would meet requirements for

   program costing but also would be useful in the context

   of a number of other important management functions.  The

   position of the task force is that data pertaining to

   faculty activities, though useful and important for

   programing-costing purposes, have equal utility for

   long-range planning, budgeting, and program review and

   evaluation purposes.  (263 3)

 

      The four general purposes of a Faculty Activity

   Analysis:  1.COSTING: Faculty compensation can be

   distributed to institutional programs in accordance with

   the time faculty spent working in each program.

   2.PLANNING and MANAGEMENT: An institution can study the

   impact of alternate assumptions .  3.INSTITUTIONAL

   RESEARCH STUDIES: The faculty confirmation provides a

   data base for further studies on what faculty do and how

   their activities influence the outcomes of an

   institution's programs.  4.EXTERNAL REPORTING: A faculty

   survey is a source of information for reporting faculty

   workloads and faculty information to various funding

   sources.  (263 4)

 

      If the faculty member feels that an activity consumed

   very little time, that activity could be given a % value

   that was more commensurate with its value....The use of



 

 

 

 

 

Theory W  page 202                                   History

 

   hours as the reporting unit because the concept of effort

   and quality of effort is very difficult to quantitate and

   is subject to widely different interpretations from one

   faculty to another.  The use of hours is believed to give

   a more uniform unit of measure and additionally it has a

   broader range of application.  (263 34)

 

      In evaluating whether to sample faculty, the critical

   question is, "What proportion of the faculty must be

   sampled in order to obtain a confident estimate of an

   average A profile?"  If the required sample size is

   20-25% of the total population, there is good reason to

   use a sampling technique.  In this case fewer faculty are

   troubled with having to complete a survey instrument, and

   fewer forms are collected that must be processed and

   analyzed, resulting in an overall lower expenditure of

   effort.  (263 54)

 

      The institution needs to evaluate the stability of the

   A data over time.  (263 63)

 

      1.Are the collected data accurate - that is, do the

   data accurately reflect the actual distribution of

   faculty to the activities?  2.Are the collected data

   consistent - that is, are the results the same when the

   data are collected under similar circumstances with a

   similar instrument?  3.What mechanism of collecting the A

   data will deliver the required amount of accuracy and

   consistency with the least cost and the least faculty

   resistance?  (263 74)

 

      In developing an A analysis survey instrument, the

   starting assumption was that A data could be collected

   with the necessary amount of accuracy and consistency

   using a questionnaire-styled instrument.  (263 79)

 

      The factors that seem to influence faculty reaction

   are: 1.The degree of faculty self-governance has to do

   with how easily faculty can ignore administrative

   requests.  If the faculty are a strong governing force

   within the institution, they must be convinced that the

   survey is beneficial for the faculty before they will

   complete the instrument.  If, on the other hand, the

   institution's governance is more autocratic, an

   administrative request is taken much more seriously.

   2.If an institution routinely collects A data, the

   resistance of faculty tends to lessen.  Faculty become

   accustomed to completing the survey instrument, and if

   they discover that no serious consequences directly



 

 

 

 

 

Theory W  page 203                                   History

 

   result from the collected information, they are less

   concerned about possible misuse of the data.  3.The

   amount of departmental interest in using the collected

   information for departmental planning.  4.If the faculty

   are aware that a central governing council for higher ed

   is requiring activity information, they will more

   willingly supply the information than if they believe the

   request is coming from the institution's administration.

   (263 90-1)

 

      Florissant Valley Community College had never

   conducted an activity survey, faculty are largely

   self-governed and could see little benefit to the faculty

   resulting from an activity survey.  The faculty were

   encouraged by the administration via reminder letters and

   telephone calls to complete the survey, but only 40% of

   the 158 faculty members returned a completed survey.

   (263 93)

 

      University of CA, San Diego Faculty are unaccustomed

   to completing such instruments.  Three methods were used.

   An interview was conducted with 40 faculty...  About 20%

   of the faculty initially contacted declined to

   participate; the remaining faculty were sequentially

   invited to participate in a group-administered survey

   until 12 faculty had accepted.  Those faculty who

   participated in neither the interview nor group-

   administered surveys were then sent a copy of the

   instrument and asked to complete it.  Of these faculty,

   18% responded.  There were no follow-up reminders urging

   completion.  (263 94+)

 

      While the National Center for Higher Education

   Management Systems (NCHEMS) is confident that its

   products will represent significant steps forward in the

   improvement of information exchange procedures (IEP), it

   is concerned that care should be taken that such

   procedures are not prematurely or indiscriminately

   applied across the full spectrum of higher education.

   (274 v)

 

      The purpose of the IEP project is to create among

   higher ed institutions the capability for exchanging and

   reporting that information, both financial and otherwise,

   necessary to calculate and evaluate costs (1) by

   discipline and course level and (2) by student level.

   (274 vii)



 

 

 

 

 

Theory W  page 204                                   History

 

      Broad considerations...1.Comparisons must be pursued

   to the point of understanding why any identified

   differences occur.) Considerable caution must be employed

   in making comparisons among institutions or programs.

   Comparative data should include a number of institutional

   descriptors in order to distinguish existing programmatic

   and institutional differences.  2.Accountability

   requirements for comparable information should not lead

   to standardized performance values for higher ed.) One

   strength of higher ed in the U.S.  is its diversity of

   programs, funding, and accessibility.  A loss of this

   diversity could result in a more homogeneous and uniform

   higher ed system incapable of innovation, free inquiry,

   or response to the changing needs of society.  IE,

   therefore, should not foster standards that impose

   conformity and limited flexibility, and bench mark data

   should not be interpreted as operational standards.

   3.The lack of comprehensive, reliable outcome indicators

   carries with it serious limitations.) The current

   procedures include a limited list of outcome measures,

   most of which have been tested extensively.  Despite this

   current absence of comprehensive, tested outcome

   measures, the benefit or outcome side of the cost/benefit

   equation must not be neglected.  4.Exchanging comparable

   information has significant implications for

   relationships between institutions and their funders.)

   The availability of accurate and comparable information

   should provide the basis for more reasoned discussion and

   evaluation of institutional and other agency

   responsibilities in a coordinated planning and management

   effort.  Moreover, the exchange methodology should be

   regarded as a two-way thoroughfare, with appropriate

   feedback mechanism for both suppliers and users of the

   information.  5.Information exchange and reporting

   procedures must accentuate the fact that responsibilities

   accrue to all parties concerned.) Just as institutions

   must be held accountable, those who hold them accountable

   must define the areas of accountability.  Accountability

   must apply to all) in higher ed who are concerned with

   acquiring, allocating, or using resources.  (274 5-6)

 

      Limitations to data interpretation: 1.Geographic,

   cultural, environmental, and economic conditions all

   affect the operation of an institution and the nature of

   the programs and activities it provides.  2.The age of a

   program or activity can account for comparable

   differences since start-up costs typically are higher

   than those of established ongoing programs and

   activities.  3.The mission, role, and scope of compared



 

 

 

 

 

Theory W  page 205                                   History

 

   institutions may not be obvious, but they express

   themselves in different operational styles and program

   offerings.  4.The joint product issue is of great

   importance in the context of comparison.  A given

   activity may result in more than one kind of outcome.

   That such joint products exist is not in question; how to

   reflect them in the IEP is another matter.  Essentially,

   the current set of procedures treats the activities) of

   the institution, but the state of the art is such that

   the procedures do not permit through investigation of the

   outcomes) of those activities.  One should be aware,

   however, that changes in some activities may have

   unexpected detrimental effects on outcomes that one

   prefers to leave untouched.  5.Scale of operation may

   account for differences.  Perhaps economies of scale are

   reflected in activities of larger institutions but not in

   activities of smaller institutions.  6.The efficiency and

   effectiveness of the teaching, research, and

   administrative functions, though not quantifible,

   certainly produce differences.  (274 7+)

      Specific courses.

      MANAGEMENT 301 - Personnel Management Management

Development Today - Class Lesson for Dessler's Chapter 8.

      The Concordian of September 25th featured some

thoughts which ended, "We're born to be social beings.  We

might as well run the classroom the same way."  And the same

applies to business and other institutions and

organizations.  To places where two or more gather, whether

for togetherness, culture or congruence.

      Develop managers (p.257).  Managers develop themselves

and other selves.  I did not think it unusual when I met a

past plant manager who wrote a book on vacuum tubes.  He had

a degree in Economics.  Now he is the head of the Galvin

Center which is Motorola's in-house college.  I don't think



 

 

 

 

 

Theory W  page 206                                   History

he has any advanced degrees.  You might readily agree that

this person is a teacher.  And once you accept the teaching

function outside of the traditional classroom you will see

that most people are teachers.  All of us are developers

(teachers) of minds.  We think ALL of the time.

      In class I have stressed through the notebook, the

learn learning process.  This is a fundamental thought

discipline.  It works just as your mind works.  Your mind is

the expert to the point where some argue that your mind

structures its own reality.  A milder term is perception or

awareness of our place in the world.

      Every manager, as a teacher, developer, and coach, has

learned to learn.  Perhaps not formally, but none-the-less,

the manager is usually a good learner.  My infamous concise

verb-noun style continues.

 

      Develop management employees.  How?  (p.258-263)

 

      Project formal organization.

      Inventory management skills.

      Project replacements.

      Rotate jobs.

      Enroll inside and outside programs.

      Coach employees.

      Import knowledge.

      Change attitudes

      Increase skill.

                                                    Why?

      Facilitate organizational goals.

      Provide productive organization.

      Provide leadership continuity,

       (togetherness, congruence, culture, creativity.)

      Reward employees.



 

 

 

 

 

Theory W  page 207                                   History

      A development need is, in a sense, a performance

evaluation deficiency.  In the main performance evaluation

can be viewed as behavior modeling.  Two ways of evaluating

performance are to either grade yes-no or calculate a

percentage efficiency number.  In my personal management

perspective, I am working to better present my data base job

description.  These data base tasks will present parallel

insight into the jobs, tasks and relationships that each

student has chosen to analyze.  This approach is the case

study method and we will develop into the role playing

method where we change your job and play that new role.  And

there is a chance, however very low, that we can start to

view a management game approach to the faculty job

description presented.  (p.263-5,270-2)

      Are you people-oriented or task-oriented (p.274)?  The

trap presented here is that one chooses one or the other.

Another choice is BOTH!!  People are complex beyond any

stereotype, model or prediction.  People can choose to

change.  IF a person will change is not the issue.  The

issue is WHEN and WHAT motivates that particular person and

at that particular time to change.

      At which of the five degrees of participative

leadership are you (p.275)?  Using the above rhetoric, a

sixth choice is, "I am at ALL degrees of participative

leadership at different times."  People are able to change



 

 

 

 

 

Theory W  page 208                                   History

to other degrees if they are aware.  A goal of participation

is awareness.  And the goal of science is to differentiate

and classify so that we are aware of alternate choices.

      What are your quality standards at this time (p.277)?

I submit three levels around which to base further questions

and answers about quality.  Level one is respect for those

involved in the situation at hand.  Level two involves the

time required by the situation balanced with the time that

is seemingly available.  The word "seemingly" is important

since what one person would judge as a deadline, another

person could creatively redefine that seemingly tight time

requirement into a more free situation.  Picture the leader

who never seems to hurried, who seemingly has time for

everyone, yet is assertive in the control of time.  And the

third level is the small but important step of challenge.

That extra encouragement toward a better quality work life

(or just plain life in general).

      The Vroom-Yetton yes-no answering methodology ties to

the yes-no data base job description performance evaluation

methodology.  The Theory W question and answer methodology

practices looking at a person's choices in a series of

linked steps in order to achieve insight into goal

congruence.  The performance of many steps can simply be

described as yes or no.  (This is different than a pass-fail

pronouncement.  The psychology of pass-fail is potentially



 

 

 

 

 

Theory W  page 209                                   History

harmful to specific people and to our society.)

      Questions are inherent in the learn learning process.

In the "A" notebook option the expert student identifies the

issues.  The questions they might repeatedly ask are "Is

this an issue?"  and the age old two-year-old question,

"Why?"  Notice the Transactional Analysis use of why and

what (p.275).  Theory W expands the use of these W-question

words.  "Will?"  is not indicative of the application of

personal drive, but is simply reflective of a [wise] choice

to act.  The action is likened to an experiment where our

performance is removed from our self.  Only after the action

should our self evaluate.  Our societal problem is that our

self fears.  And fear impedes [wise] choice and action.  We

are again back to the philosophy of people (self)

management.  What is your people management philosophy?  It

should be writeable now in several sentences.

      Optimum organizations and productivity are adult-adult

helping relationships.  For scientific differentation we use

the terminology (p.275-279) of parent, child, stimulus,

response, and leadership degrees I through V, etc.  But for

practical application the Theory W word of worth is put

forth.  Is this thing or issue or whatever worth the effort

(action time)?

      Increased interpersonal sensitivity (p.280) is an

individual program.  Theory W stresses increased



 

 

 

 

 

Theory W  page 210                                   History

interpersonal awareness.  Almost the same words but

significantly different.  Inter means inner.  Intra means

between two people.  And awareness is the 'listening' and

watching half of communication.  The other half is talking

and challenging self and the others.

      The fundamentals of the French and Bell team building

 

(p.284) are:

 

         Elicit problem definition.

         Elicit functional definition.

         Elicit obstacle definition.

      The Theory W approach within the normal routine

 

organizational process is:

 

         Accomplishments to secure worth.

         Concern definition to allay worry.

         Future definition to show the way.

      This way embraces the Blake and Mouton development of

teamwork actionsteps.  Not that work steps must be

accomplished by teams, rather that work is accomplished by

individuals who relate to others in an organized way.  Past

literature refers to this work organization as the informal

organization.  Dessler uses process chart to describe the

definition of organized work.

      Theory W sees the process description as the same

tasks that are contained in the real job descriptions.  Thus

 

the organized task data base can be sorted two ways:

 

         by person - who does work, and

         by process - the way work is accomplished.



 

 

 

 

 

Theory W  page 211                                   History

 

      This is the essence of all organizations.

 

         whence (how) work is accomplished, and

         why work is accomplished.

 

The young child 

 

      The easy learning of youth.

 

      A living language is learned by speaking and does not

   need a teacher to verify and grade each sentence.  A dead

   language requires constant feedback from a teacher.

   (181 52)

      Yet the real-world living-language has feedback from

teachers.  In short, wherever an individual learns, there

are also teachers, even though their job title does not

indicate them as teacher.

      A living-language, that is, a dynamic system, hardly

has a definable mission statement - as if the conscious work

was being done for an unconscious reason (why).  However,

the individual has very good reason for the conscious work -

understood but not narrated.

      Improvement facilitation. Teachers can be seen as

improvement facilitators - they seemingly enhance freedom.

Yet the learner accepts responsibility and thereby,

seemingly, has less freedom.  The learner seeks scholarship,

with educational degrees sometimes the credit.  Job

performance and promotion can be another credit.  A sequence

of growth oriented jobs can be another credit.

      Then there exists a higher purpose for scholarship -

the good feeling of just plain learning - the basic human



 

 

 

 

 

Theory W  page 212                                   History

need of growth if you will.  The criticism against learning

asks, "For what?"  Or in more simple two-year-old learning

terms, "Why?"  Improvement facilitators must be there to

answer those questions - Theory W being a structural tool of

 

functional organization.

      On an emotional level, learning brings joy in the

context of a greater broad-based organizational whole.

Performance and personal empowerment follows.

Continued worker learning 

      First from a simple view, then from a more complex

version.

      Single-loop learning. The thermostat controls

temperature.  That control process knows the standard

temperature, knows the actual temperature, compares the two,

judges if the difference meets other criteria, then triggers

action to raise or lower the actual temperature.

      Now transfer the thermostat example to the individual

as a learner.  Individuals learn standards.  They measure

actual.  They compare actual against standard.  They take

action.  Yet some do not know why they are controlling the

temperature, thus, according to the Theory W hypothesises,

some administrators miss added work motivation - double-loop

learning supports the Theory W view.

 

      From single to double-loop.



 

 

 

 

 

Theory W  page 213                                   History

 

      Individuals...who achieve their intentions...without

   reexamining their underlying values may be said to be

   single-loop learning.  They are acting like a thermostat

   that corrects error without questioning its program.  If

   the thermostat did question its setting or why it should

   be measuring heat at all, that would require reexamining

   the underlying program.  This is called double-loop

   learning.  (106 xi-xii)

     Double-loop and Theory W. Double-loop learning simply

represents the why question.  And Theory W sees the why

question as the crux of an organization.  From the above,

the why question can be seen as double-loop learning.

Instead of a thermostat, we are discussing the individual as

the organization.  And since Theory W seeks to apply

universally to both the individual as an organization and a

group of multiple-individuals as an organization, the "why"

form of double-loop learning should apply to both

organizations.

 

      Double-loop learning errors.

 

      The second type of learning is double-loop.  Here the

   error is diagnosed as incompatibility of governing values

   or as incongruity between organizational espoused theory

   and theory-in-use.  Correction of such error requires the

   conditions of the good dialectic, which begins with the

   development of a map that provides a different

   perspective on the problem.  The opposition of ideas and

   persons then makes it possible to invent responses that

   approximate the organization's espoused theory.  Next,

   the inventions are produced and evaluated.  If the error

   is corrected, and hence the response is appropriate, the

   learning cycle ends.  If the response is a mismatch,

   there is further inquiry.

      Such a learning process should decrease dysfunctional

   group dynamics because the competitive win/lose,

   low-trust, low-risk-taking processes are replaced by

   cooperative, inquiry-oriented, high-trust, and

   risk-taking dynamics.  Finally, dysfunctional norms and



 

 

 

 

 

Theory W  page 214                                   History

 

   games of deception should decrease, as well as the need

   for camouflage, camouflage of the camouflage, and

   defensive activities.

      The results should be that participants will

   experience that double-loop learning is possible for

   themselves and their organizations, that organizations

   can change, and that double binds experienced by

   individuals can decrease.  Hence we have a learning

   system that is simultaneously stable and subject to

   continual change.  (106 104,6)

      Organized learning map. From the above we see that

the error between standard and actual "begins with the

development of a map that provides...perspective."  The

common perspective of map focuses the attention in a spirit

of natural life-long learning.  Nature creativity takes

place in the form of opposition-of-ideas and

invented-responses which support

the-organization's-espoused-theory.  In Theory W, the why of

organization existence represents the organization's theory.

And Theory W quantifies a specific type of map.

      In an individual organization the opposition of ideas

can be alternatives, past or future.  In multiple-individual

organization's, the individuals themselves offer a richness

of good ideas about the way to better achieve the why of the

organization.  Under Theory W, the invented responses take

the form of job descriptions.  Job descriptions are the way

in which the organization achieves the why.

 

      Why-way double-loop.

 

      What can the designers of learning environments do to

   facilitate double-loop learning?



 

 

 

 

 

Theory W  page 215                                   History

 

 1.Create conditions such that the data from which learning

   is to occur are at the first and second rungs of the

   ladder of inference....

 2.Use instruments that permit learners to design and

   produce relatively observable data (rung 1) and the

   culturally accepted meanings embedded in these data

   (rung 2)....

 3.The interventionist should surface inconsistencies or

   incongruities step by step....

 4.Communicate a respect for defensive reactions whenever

   they occur....

 5.Expect emotionality, beginning with bewilderment and

   frustration and leading to vulnerability, anger, and

   fear....

 6.Empathize with the emotionality, but do not let it become

   an excuse for backing off....

 7.Candor and openness are not the ultimate purposes of

   learning.  They are conditions that enable people to

   reflect on the reasoning behind their actions and to

   design and execute mini-experiments so that they can test

   old action strategies and create new ones....

 8.The interventionist provides appropriate theoretical

   concepts to help people make sense of their present

   actions and to design and implement new ones....

 9.Create opportunities to design models for action....

10.The interventionist must be prepared to use his or her

   actions as a model as well as to have such actions

   confronted and questioned....  (106 165-73).

      Worker data. Individuals track and show their time

for the purpose of vested interest.  The forms of time

tracking are different as exemplified in another section of

this dissertation.

      Inconsistencies from model. Individual timekeeping

focuses on the job tasks.  The job tasks vary depending upon

the organization served.  The individual as an organization

uses different job tasks then the individual performs for,

let's say, organization A.  And organization B may require

the performance of different tasks.  For example, the



 

 

 

 

 

Theory W  page 216                                   History

individual performs existence tasks for its self, then

different tasks for a business corporation, and still

different tasks for a civic organization.

      Let workers experiment. All workers know how to

experiment from childhood.  Encourage experimentation within

the context of organization improvement which also accrues

to the individual worker.

      Only workers learn. This applies to double-loop

learning, that creative kind which humans enjoy and through

which they prosper.  Thus systems, no matter how large, or

smartly complex, cannot be double-loop.  Only individuals

question why.  That means super-systems made up of systems,

or systems made up of sub-system are not double-loop.

System complexity still does not rival an individual

learner.

      Piagetian learning. Theory W, in questing for

universality, seeks application not only to business and

education cases and the individual as an organization, but

also seeks connection to natural learning.

 

      Out of the crucible of computational concepts and

   metaphors, of predicted widespread computer power and of

   actual experiments with children, the idea of Piagetian

   learning has emerged as an important organizing

   principle.  Translated into practical terms the idea sets

   a research agenda concerned with creating conditions for

   children to explore naturally, domains of knowledge that

   have previously required didactic teaching; that is,

   arranging for the children to be in contact with the

   material - physical or abstract - they can use Piagetian

   learning.  The presence of paired things in our society



 

 

 

 

 

Theory W  page 217                                   History

 

   is a example of naturally occuring Piagetian material.

   (181 187)

 

      They have to learn to have trouble with learning in

   general and mathmatics in particular.  From a lover of

   mathmatics and of learning to a person fearful of both.

   One of the more subtle consequences of Piaget's

   discoveries is the revelation that adults fail to

   appreciate the extent and the nature of what children are

   learning, because knowledge structures we take for

   granted have rendered much of that learning invisible.

   (181 40)

      Constructing a pathway for learning Theory W. Theory

W not only seeks a connection to natural learning, but also

uses the knowledge associated with natural learning.

 

      A number of principles have given more structure to

   the concept of an appropriable [learning pathway].

   First, there was the continuity principle :The [pathway]

   must be continuous with well-established personal

   knowledge from which it can inherit a sense of warmth and

   value as well as cognitive competence.  Then there was

   the power principle :It must empower the learner to

   perform personally meaningful projects that could not be

   done without it.  Finally there was a principle of

   cultural resonance: The topic must make sense in terms of

   a larger social context.  (181 54)

      In short, Theory W as a natural learning project, will

(1) reference the familiar - the living of life, (2) aim for

performance power, and (3) for a contribution to a larger

aim.  First Theory W references the familiar life variable

of time.

 

      Living the familiar.

 

      A living language is learned by speaking and does not

   need a teacher to verify and grade each sentence.  A dead

   language requires constant feedback from a teacher.

   (181 52)

      Time should be familiar to everyone yet the scientific



 

 

 

 

 

Theory W  page 218                                   History

measurement of life time exists outside a job context only

in a measurement unit of years.  Now look at math and

 

grammar.

 

      It is easy to understand why math and grammar fail to

   make sense to children when they fail to make sense to

   everyone around them and why helping children to make

   sense of them requires more than a teacher making the

   right speech or putting the right diagram on the board.

   [Not making sense] erodes children's confidence in the

   adult world and the process of education.  And I think it

   introduces a deep element of dishonesty into the

   educational relationship.  (181 50)

      Thus in order to teach Theory W, it needs to be

spoken, it needs to make honest sense - it needs to show

why.

      Learning as a two-year-old.

 

      Children begin their lives as eager and competent

   learners.  (181 40)

 

      Children seem to be innately gifted learners,

   acquiring long before they go to school a vast quantity

   of knowledge by a process I call Piagetian learning, or

   learning without being taught.  For example, children

   learn to speak, learn the intuitive geometry needed to

   get around in space, and learn enough of logic and

   rhetorics to get around parents - all this 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

   complexity 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)

 

      Thirteen-year-old learns why.

 

      [In] a year-long study that put powerful computers in

   the classrooms of a group of average seventh graders, one

   of the students, a thirteen-year-old named Jenny, had



 

 

 

 

 

Theory W  page 219                                   History

 

   deeply touched the project's staff by asking on the first

   day of her computer work, "Why were we chosen for this?

   We're not the brains."  The study had deliberately chosen

   children of average school performance.  One day Jenny

   came in very excited.  She had made a discovery.  "Now I

   know why we have nouns and verbs," she said.  For many

   years in school Jenny had been drilled in grammatical

   categories.  She had never understood the differences

   between nouns and verbs and adverbs.  But now it was

   apparent that her difficulty with grammar was not due to

   on inability to work with logical categories.  It was

   something else.  She had simply seen no purpose in the

   enterprise.  She had not been able to make any sense of

   what grammar was about in the sense of what it might be

   for .  And when she had asked what it was for, the

   explanations that her teachers gave seemed manifestly

   dishonest.  (181 48-9)

      The case could be made that Jenny was introduced to a

liberal arts education.

 

      The point of getting a liberal arts education...is to

   get some sense of the sorts of questions that have

   animated and continue to animate the human mind, as well

   as a small assortment of facts and information that bear

   on those questions -- and to participate at some level in

   the process of trying to answer those questions as well

   as discover new ones.  (256 1)

 

      Universal learning success.

 

      [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).

      [A] significant portion of the population has almost

   comlpetely given up on learning.  These people seldom, if

   ever, engage in deliberate learning and see themselves as

   neither competent at it or likely to enjoy it.  Many more

   people have not completely given up on learning but are

   still severely hampered by entrenched negative beliefs

   about their capacities.  (181 42)

      The why question of Theory W appreciates the way a

two-year-old and thirteen-year-old learns - the way an adult



 

 

 

 

 

Theory W  page 220                                   History

of any age may learn.  Simply ask the why question.

      Wholeness as the why. Wholeness of Theory W

represents the individual's set of good feelings.  And any

organization has the generic purpose of becoming whole.

Toward that end some organizations are short-lived, while

others live relatively longer by replacing workers in the

organization's structure.  Thus the organized work of this

dissertation has a wholeness purpose.  Part 4 presents the

pure functional organization of this dissertation among

several other case studies.

      Another natural learning material is the question.

The natural action of the child as the curious explorer

turns to the associated verbalization "Why."  Children seem

to have unlimited energy for exploration.  The leader peaks

that curiosity.  For a child-like employee in a new or

renewed organization there is curiosity.  A given.  The

leader providing information is not a given but should be.

Children are not initially beholding to their leaders, but

naturally explore on their own.  Thus pairing is an initial

prerequisite and the individual's action linked to another's

action, the result.  The synergism being the aim of the

organization.

      Synergism is not to be confused with control - an

organization concept.  The individual as organization says

yes to actions, chooses objectives.  and aims at freedom



 

 

 

 

 

Theory W  page 221                                   History

(not simply a reduction of fear).

      Review of theories presented. The theory that faculty

work subjects itself to functional organization and costing

presents some very challenging application possibilities -

however improbable.36

      Finally, Piagetian learning provides insight for

 

teachers in the universal sense.

 

Table 28 - Organization theories - phase 8a 

___________________________________________________________

 

 Theory                                      Effectiveness

 ______                                      _____________

 

 authority of the aim/purpose                          yes

 strategy/psychology of the individual system          yes

 organization is workers & their choices               yes

 only individuals (as systems) think and do work       yes

 treat organization as material & rational             yes

 organization = order.tasks then assign.who            yes

 members act as whole persons                          yes

 component units relate synergistically,contingently   yes

 authority of administrator/teacher/coordinator        yes

 leadership leads from one point to another            yes

 release.creative.talents orient.high.cooperation      yes

 orient product determination to people                yes

 worker orientation provides better output             yes

 action = theory in practice                           yes

 individuals choose self-direction = power/capacity    yes

 functional task division provides awareness           yes

 individual responsible job critique brings rewards    yes

 worker=expert,learner,self-directing                  yes

 double-loop learning = question and redefine          yes

 direct contact of responsible workers                 yes

 appreciation, significance, command of methods        yes

 control theory rests with individual intention        yes

 correct.induced.imbalance=habituate.need.fulfillment  yes

 line and staff(relatively authoritative)               no

 universal org = task output relationships             yes

 structure is bureaucratic thus facilitate change      yes

 response, feedback, regard opportunity                yes

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                           Theory W  page 222

____________________________________________________________

 

 fore/back up/down why/way task i/o relationship flow  yes

 parallel freedom & order = innovation & efficiency    yes

 three structures of organization                      yes

 open system dynamics yet relative equilibrium         yes

 what,why,way,when are organization strengths          yes

 when,where,way,we(collective effort, coordinated)     yes

 life-cycle leader theory                               no

 span of control                                        no

 assimilation brings dilution                           no

 intent,communicate,congrue,commit,co-op,competence    yes

 organizational behavior development                   yes

 faculty can be costed workersb                        yes

 teachers get out of the learner's way(challenge)b     yes

 the teacher responsibility is everywhereb             yes

___________________________________________________________

Note: a This is the final phase of historical review.

      b Theories added or modified since phase 7.

 

____________________

 

      36 Faculty, including the teachers of a PhD program

in Higher Education Administration, are notorious for not

subjecting their minds to being timed.



 

 

 

 

 

Theory W  page 223                                   Scholar

 

Chapter 3 - Organization scholarship 

 

      Organization theorists

      Ideological structures

      Ponderousness

      Organization development

      Organization philosophy

      Faculty function

      Education and the economy

      Productivity in higher ed

      Science for management

      Matrix

      Review.  Historical perspective reduces to the phase 8

table of organization theory from the previous chapter.

      Summary.  This chapter began by simply listing the

scholars of organization, but several inquires took hold.

An inquiry of science presumed to offer guidance when

listening for scholarship from the scholars.  Then inquiry

into several scholastic branches were pursued.

      Next.  With historical scholarship as a base,

evidential organization structures are displayed for a vivid

interpretation of organization theory in graphics - perhaps

advanced compared to myriads of words.

Organization theorists 

      From the previous chapter's investigative work, an

initial attempt was made to maintain a running list of

administrative scholars.  Yet in what way did scholarly

determination take place?  Seeing none, the following list

was quickly abandoned, although the bibliography provides a

perhaps impressive number of names together with references



 

 

 

 

 

Theory W  page 224                                   Scholar

 

to the dissertation text.

 

         Author        References

         _____________ _____________

 

         Argyris       (4)(112)

         Barnard       (112)(115)

         Bennis        (4)(112)

         Drucker       (115)

         Dyer          (113)

         Fayol

         Freud

         Likert        (4)(112)

         Maslow        (112)(113)

         Mayo          (112)

         McGregor      (4)(112)(113)

         Obradovic 1978

         Roethisberger (4)(112)

         Shepard       (112)

         Uwick         (112)

         Whyte         (4)

         Zalesnik      (4)

      Then came investigation from a higher education

administration point of view resulting in the following

 

summary.

 

Table 29 - Administrative theorists 

____________________________________________________________

 

      Author         Year Association

      ______________ ____ ___________________

 

      Abbott         1957

      Am.Mgt.Assoc.  1953

      Archibald      1984 with McCorkle

      Argyris             in Getzels 1968

      Argyris             in Hersey 1969

      Argyris        1971

      Argyris        1974

      Argyris        1982

      Babbage             in Villers 1960

      Balderston     1974

      Balderston     1978

      Balderston     1978 with Curtis

                                                   continued

____________________________________________________________



 

 

 

 

 

Table 29 continued                        Theory W  page 225

____________________________________________________________

 

      Barnard        1948

      Barnard             in Getzels 1968

      Barnard             in Balderston 1974

      Barnard        1938 in Balderston 1978

      Barzun              in Corson 1975

      Baumgartel     1967

      Beauchamp      1982

      Belisle        1955 with Sargent

      Bennis         1967 with Baumgartel

      Blake          1981

      Blanchard      1969 with Hersey

      Bobbitt        1913

      Bobbitt             in Callahan 1962

      Breneman       1971 in Balderston 1978

      Brief               in Argyris 1982

      Briggs         1920

      Brookover      1977 in Edmonds 1979

      Brooksbank     1980

      Callahan       1962

      Campbell       1968 with Getzels

      Carlson             in Halpin 1970

      Carter              in Argyris 1974

      CASEA          1964

      Chapman        1924 in Moehlman 1940

      Childress      1949 with Lawler

      Clapp          1940 in Sears 1950

      Cooper         1949 with Lawler

      Corson         1975

      Counts         1932 in Moehlman 1940

      Coursault      1920 in Moehlman 1940

      Croft               in Halpin 1970

      Cubberley      1915

      Cubberley      1920

      Cubberley      1923

      Culbertson          in CASEA 1962

      Curtis         1978

      Dahl           1961

      De             1967 with Baumgartel

      Dennison            in Urwick 1952

      Dickson        1939 with Roethlisberger

      Ecker          1978 with Curtis

      Edmonds        1978 in Edmonds 1979

      Edmonds        1979

      Eich           1985

      Eliot          1909

      Fayol          1937 in Sears 1950

                                                   continued

____________________________________________________________



 

 

 

 

 

Table 29 continued                        Theory W  page 226

____________________________________________________________

 

      Fayol          1949

      Fayol               in Getzels 1968

      Fecher         1985

      Fredericksen        in Halpin 1970

      Follett             in Metcalf 1940

      Follett        1942

      Follett             in Getzels 1968

      Foote          1968

      Galbraith           in Pfeffer 1982

      Garzony        1981

      George         1983

      Getzels        1968

      Getzels             in Halpin 1970

      Griffiths      1956

      Griffiths      1959

      Griffiths           in CASEA 1962

      Griffiths           in Getzels 1968

      Griffiths           in Halpin 1970

      Guba                in Halpin 1970

      Gulick         1937

      Gulick         1948

      Gulick         1950

      Gulick              in Getzels 1968

      Halpin         1970

      Helsabeck      1973

      Hemphill            in Halpin 1970

      Hengst         1982 with Monahan

      Hersey         1969

      Herzberg            in Hersey 1969

      Hodfkinson     1971

      Homans              in Hersey 1969

      Hoy            1978

      Hunt           1958

      Jacobson       1968 in Eich 1985

      Johnson        1966 with Saunders

      Kast           1973 in Pfeffer 1974

      Kerman              in Eich 1985

      King                in Argyris 1974

      Kirsch         1978 with Sayers

      Knox           1973

      Lange

      Lawler         1949

      Lawrence       1967

      Lee            1983

      Lewin               in Getzels 1968

      Lezotle        1977 in Edmonds 1979

                                                   continued

____________________________________________________________ 



 

 

 

 

 

Table 29 continued                        Theory W  page 227

____________________________________________________________

 

      Likert              in Hersey 1969

      Lipham         1968 with Getzels

      Lorsch         1967 with Lawrence

      Machiavelli         in Hodfkinson 1971

      Madden         1976 in Edmonds 1979

      March          1958

      Maslow              in Hersey 1969

      Maslow              in McGregor 1980

      Mauer          1971 in Pfeffer 1974

      Mayo           1933

      Mayo                in Getzels 1968

      Mayo                in Hersey 1969

      McCorkle       1984

      McGregor       1960

      McGregor            in Hersey 1969

      McGregor            in Townsend 1970

      McGregor            in Argyris 1971

      McGregor            in Hoy 1978

      McGregor       1980

      Metcalf        1940

      Miskel         1978 with Hoy

      Moehlman       1940

      Moehlman       1951

      Monahan        1982

      Mort           1941

      Mort           1957

      Morton         1981 with Blake

      Mortimer            in Hodfkinson 1971

      Nash           1984

      NYstate        1974 in Edmonds 1979

      Odiorne        1979

      Ouchi               in Lee 1983

      Ouchi               in George 1983

      Ouchi               in Lange

      Owen                in Urwick 1952

      Pfeffer        1982

      Phillips       1966 with Saunders

      Pierce         1958 with Hunt

      Powers,D       1983

      Powers,M       1983 with Powers,D

      Reeder         1941

      Richman        1974

      Riley          1978 with Curtis

      Roethlisberger 1939

      Roethlisberger      in Getzels 1968

      Rosenthal      1968 in Eich 1985

                                                   continued

____________________________________________________________

 

 

 

 

 

 

Table 29 continued                        Theory W  page 228

____________________________________________________________

 

      Rosenzweig     1973 in Pfeffer 1974

      Sargent        1955

      Saunders       1966

      Sayers         1978

      Schon          1974 with Argyris

      Schukla             in Lee 1983

      Schwendiman    1983 with Lee

      Sears          1928

      Sears          1950

      Simon          1945

      Simon          1958 with March

      Simon               in Getzels 1968

      Simon          1976

      Simon          1947 in Balderston 1978

      Spaulding           in Callahan 1962

      Strayer        1914

      Tallett             in Urwick 1952

      Taylor         1934

      Taylor         1947

      Taylor              in Urwick 1952

      Taylor              in Villers 1960

      Taylor              in Callahan 1962

      Taylor              in Getzels 1968

      Taylor              in McGregor 1980

      Tope           1965

      Torbert             in Argyris 1982

      Townsend       1970

      Urwick         1940 with Metcalf

      Urwick         1945

      Urwick         1952

      Urwick         1964

      Villers        1960

      Weber          1962

      Weber               in Edmonds 1979

      Wengert        1942 in Sears 1950

      West           1985

      Williams       1981 with Blake

      Zander         1984

____________________________________________________________

Note-   For chronological order see next table.

Source- H.L.Otto (1985) Administrative theory. PhD course.

        Bowling Green OH: Bowling Green State University.

 

Table 30 - Theorists chronology 

____________________________________________________________

                                                   continued

____________________________________________________________



 

 

 

 

 

 

Table 30 continued                        Theory W  page 229

____________________________________________________________

 

      Author         Year Association

      ______________ ____ ___________________

 

      Eliot          1909

      Bobbitt        1913

      Strayer        1914

      Cubberley      1915

      Briggs         1920

      Coursault      1920 in Moehlman 1940

      Cubberley      1920

      Cubberley      1923

      Chapman        1924 in Moehlman 1940

      Sears          1928

      Counts         1932 in Moehlman 1940

      Mayo           1933

      Taylor         1934

      Fayol          1937 in Sears 1950

      Gulick         1937

      Barnard        1938 in Balderston 1978

      Dickson        1939 with Roethlisberger

      Roethlisberger 1939

      Clapp          1940 in Sears 1950

      Metcalf        1940

      Moehlman       1940

      Urwick         1940 with Metcalf

      Mort           1941

      Reeder         1941

      Follett        1942

      Wengert        1942 in Sears 1950

      Simon          1945

      Urwick         1945

      Simon          1947 in Balderston 1978

      Taylor         1947

      Barnard        1948

      Gulick         1948

      Childress      1949 with Lawler

      Cooper         1949 with Lawler

      Fayol          1949

      Lawler         1949

      Gulick         1950

      Sears          1950

      Moehlman       1951

      Urwick         1952

      Am.Mgt.Assoc.  1953

      Belisle        1955 with Sargent

      Sargent        1955

                                                  continued

____________________________________________________________



 

 

 

 

 

 

Table 30 continued                        Theory W  page 230

____________________________________________________________

 

      Griffiths      1956

      Abbott         1957

      Mort           1957

      Hunt           1958

      March          1958

      Pierce         1958 with Hunt

      Simon          1958 with March

      Griffiths      1959

      McGregor       1960

      Villers        1960

      Dahl           1961

      Callahan       1962

      Weber          1962

      CASEA          1964

      Urwick         1964

      Tope           1965

      Johnson        1966 with Saunders

      Phillips       1966 with Saunders

      Saunders       1966

      Baumgartel     1967

      Bennis         1967 with Baumgartel

      De             1967 with Baumgartel

      Lawrence       1967

      Lorsch         1967 with Lawrence

      Campbell       1968 with Getzels

      Foote          1968

      Getzels        1968

      Jacobson       1968 in Eich 1985

      Lipham         1968 with Getzels

      Rosenthal      1968 in Eich 1985

      Blanchard      1969 with Hersey

      Hersey         1969

      Halpin         1970

      Townsend       1970

      Argyris        1971

      Breneman       1971 in Balderston 1978

      Hodfkinson     1971

      Mauer          1971 in Pfeffer 1974

      Helsabeck      1973

      Kast           1973 in Pfeffer 1974

      Knox           1973

      Rosenzweig     1973 in Pfeffer 1974

      Argyris        1974

      Balderston     1974

      NYstate        1974 in Edmonds 1979

      Richman        1974

                                                   continued

____________________________________________________________



 

 

 

 

 

Table 30 continued                        Theory W  page 231

____________________________________________________________

 

      Schon          1974 with Argyris

      Corson         1975

      Madden         1976 in Edmonds 1979

      Simon          1976

      Brookover      1977 in Edmonds 1979

      Lezotle        1977 in Edmonds 1979

      Balderston     1978

      Balderston     1978 with Curtis

      Curtis         1978

      Ecker          1978 with Curtis

      Edmonds        1978 in Edmonds 1979

      Hoy            1978

      Kirsch         1978 with Sayers

      Miskel         1978 with Hoy

      Riley          1978 with Curtis

      Sayers         1978

      Edmonds        1979

      Odiorne        1979

      Brooksbank     1980

      McGregor       1980

      Blake          1981

      Garzony        1981

      Morton         1981 with Blake

      Williams       1981 with Blake

      Argyris        1982

      Beauchamp      1982

      Hengst         1982 with Monahan

      Monahan        1982

      Pfeffer        1982

      George         1983

      Lee            1983

      Powers,D       1983

      Powers,M       1983 with Powers,D

      Schwendiman    1983 with Lee

      Archibald      1984 with McCorkle

      McCorkle       1984

      Nash           1984

      Zander         1984

      Eich           1985

      Fecher         1985

      West           1985

      Lange

      Ouchi               in Lange

      Follett             in Metcalf    1940

      Dennison            in Urwick     1952

      Owen                in Urwick     1952

                                                   continued

____________________________________________________________



 

 

 

 

 

 

Table 30 continued                        Theory W  page 232

____________________________________________________________

 

      Tallett             in Urwick     1952

      Taylor              in Urwick     1952

      Babbage             in Villers    1960

      Taylor              in Villers    1960

      Bobbitt             in Callahan   1962

      Culbertson          in CASEA      1962

      Griffiths           in CASEA      1962

      Spaulding           in Callahan   1962

      Taylor              in Callahan   1962

      Argyris             in Getzels    1968

      Barnard             in Getzels    1968

      Fayol               in Getzels    1968

      Follett             in Getzels    1968

      Griffiths           in Getzels    1968

      Gulick              in Getzels    1968

      Lewin               in Getzels    1968

      Mayo                in Getzels    1968

      Roethlisberger      in Getzels    1968

      Simon               in Getzels    1968

      Taylor              in Getzels    1968

      Argyris             in Hersey     1969

      Herzberg            in Hersey     1969

      Homans              in Hersey     1969

      Likert              in Hersey     1969

      Maslow              in Hersey     1969

      Mayo                in Hersey     1969

      McGregor            in Hersey     1969

      Carlson             in Halpin     1970

      Croft               in Halpin     1970

      Fredericksen        in Halpin     1970

      Getzels             in Halpin     1970

      Griffiths           in Halpin     1970

      Guba                in Halpin     1970

      Hemphill            in Halpin     1970

      McGregor            in Townsend   1970

      Machiavelli         in Hodfkinson 1971

      McGregor            in Argyris    1971

      Mortimer            in Hodfkinson 1971

      Barnard             in Balderston 1974

      Carter              in Argyris    1974

      King                in Argyris    1974

      Barzun              in Corson     1975

      McGregor            in Hoy        1978

      Weber               in Edmonds    1979

      Maslow              in McGregor   1980

      Taylor              in McGregor   1980

                                                   continued

____________________________________________________________



 

 

 

 

 

 

Table 30 continued                        Theory W  page 233

____________________________________________________________

 

      Brief               in Argyris    1982

      Galbraith           in Pfeffer    1982

      Torbert             in Argyris    1982

      Ouchi               in Lee        1983

      Ouchi               in George     1983

      Schukla             in Lee        1983

      Kerman              in Eich       1985

____________________________________________________________

Note- For alphabetical order see previous table.

Source- H.L.Otto (1985) Administrative theory. PhD course.

        Bowling Green OH: Bowling Green State University.

Ideology structures 

      Overview.

      Rationally, organizations must address the output

actions of individual workers - charts and manuals always

fall short.

      Marxism and bureaucracy need an inner structure theory

of organization - functional organization if you will.

      Functionalism permits the assigned responsible worker

to enact creativity and personal growth while linking to the

follow-on task.  Comradery flourishes.  The formal structure

must be "relegated" to a supportive role for the functional

task workers and for the functional structure.  Workers are

then focused on the authority of the preceding functional

peer, and their authority for the following functional peer

who gets their output.  Worker peers must reference in the

input and output directions - beyond the scope of a stripped

down formal organization chart.  Functionally structured

worker relatedness then provides synergism.  Activities are



 

 

 

 

 

Theory W  page 234                                   Scholar

then coordinated on a most effective basis.

      Scientifism has difficulty promoting the dynamicism

attributed to a functional organization.  Science is

mandatory at the task level of work, but has very limited

application in conjunction with the dynamics of the

functional organization.

      Socialism, seemingly, must change the world.  Whereas

functional organization has a why, a dynamic way, developing

whats, and developing whos.  Social relations are needed in

support of a pointed functional structure, which provides

factual cohesion and minimizing uncertainty and ambiguity -

specifically by publishing the facts of the functional

organization structure to confront anti-dynamics.

      Normalism sets output limits and is therefore

 

anti-dynamic and anti-synergistic.

 

      Marxism lacks a theory about the inner structure of

   organization, and about the relationship between this

   structure and the efficiency of organizations.  (1 91)

      John Gardner has gone so far as to suggest that the

   "dry rot" in organizations will become so bad that

   eventually they will collapse.  I share that view.  What

   I think will happen at both upper and lower levels is

   that rather than clean out the dry rot, organizations

   will cover it up with a new layer of controls or a new

   set of people.  Since everybody's dry rot is also

   included as part of the indirect cost, but there appears

   to be a limit to what the taxpayer will pay.  There may

   be a lesson here for industry.  (33 387)

 

      Rationalism.

 

      With Weber and Michels...both of these authors contain

   large measures of "immanent" explanations of the actions

   of organizations.  Also, the links backward to Weber and



 

 

 

 

 

Theory W  page 235                                   Scholar

 

   Michels in present-day organization theory are often very

   evident.  (1 91)

      Max Weber represents rationalistic, instrumentalistic

   approach.  This is an approach in which the calculating

   and planning aspects of the actions of organizations are

   emphasized.  Robert Michels, on the other hand,

   exemplifies the systems perspective of organizations,

   according to which oligarchic phenomena emerge because of

   "automatic" processes of differentiation between the

   "elite" and the "mass".  Whereas Weber emphasizes

   prediction and plan, Michels emphasizes those aspects

   which are spontaneous and which arise "out of

   themselves."  (1 91)

      Regardless of the time and effort devoted by

   management to designing a rational organization chart and

   elaborate procedure manuals, this official plan can never

   completely determine the conduct and social relations of

   the organization's members.  (5 5)

 

      Functionalism.

      An example would be to let communication be humanly

creative, like providing the workers with the phone numbers

of their functionality authority right on the functional

 

organization chart.

 

      Selznick has emphasized that the formal structure is

   only one aspect of the actual social structure and that

   organizational members interact as whole persons and not

   merely in terms of the formal roles they occupy.

   (256 25-35)

      Effective administration, according to Simen, requires

   rational decision-making; decisions are rational when

   they select the best alternative for reaching a goal.

   (5 36)

      Many empirical studies demonstrate that friendship

   patterns, unofficial exchange systems, and "natural"

   leaders arise to modify the formal arrangements.37

   (5 35)

 

      Orders from superiors made demands on the waitress, as

   did the "orders" of the customers, and even the requests

   for help from her coworkers.  A waitress was often caught

   in the cross currents of these demands, as when an

   impatient customer insisted on services that upset her

   routine.  The tensions produced by these conflicting



 

 

 

 

 

Theory W  page 236                                   Scholar

 

   pressures sometimes built up to a point where they

   exploded, that is, made the waitress break down and cry.

   (260 83)

      It soon become apparent that there were uniformities

   in the behavior of the group under observation that did

   not follow the formal organization's blue-print.

   Informal relations developed among the men and gave rise

   to organized patterns of conduct in the group--that is,

   there was an informal organization.  (5 91)

      In the presence of a procedure manual, which serves as

   a substitute for personal experience and reduces

   differences in the objective need for advice between

   workers, the subjectively felt need for approval and

   support, as indicated by worrying, exerts more influence

   on the tendency to seek advice.  Here we see how an

   aspect of the formal institutions--the existence of a

   procedure manual--affects the informal relations that

   emerge among peers and, specifically, the significance

   that various characteristics of workers have for their

   informal status in the work group.  (5 235)

      Apparently, the importance of peers as a reference

   group tended to increase over time for those workers who

   had achieved an integrated position but to decrease over

   time for those who had failed to attain a secure

   characteristic of the emergence in work groups of

   informal organizations, which exert a pronounced effect

   on the operations in the formal organization.  (5 237)

      The emphasis of the formal organization is on the

   positions in the organization, whereas the emphasis of

   the informal organization is on people and their

   relationships.  (12 204)

      Another approach to charting the informal organization

   is to diagram the pattern of informal interactions on the

   formal organization chart itself.  (12 210)

      The conception of structure or system implies that the

   component units stand in some relation to one another

   and, as the popular expression "The whole is greater than

   the sum of its parts" suggests, that the relations

   between units add new elements to the situation.

   (262 519-27)

      If the accomplishment of an objective requires

   collective effort, men set up an organization designed to

 

____________________

 

      37 See, for example, C.H.Page (1946) "Bureaucracy's

other face," Social Forces, 25, pp.88-94 & R.H.Turner (1947)

"The Navy disbursing officer as a bureaucrat," American

Sociological Review, 12, pp.342-348.



 

 

 

 

 

Theory W  page 237                                   Scholar

 

   coordinate the activities of many persons and to furnish

   incentives for others to join them for this purpose.

   Since the distinctive characteristic of these

   organizations is that they have been formally established

   for the explicit purpose of achieving certain goals, the

   term "formal organizations" is used to designate them.

   (5 5)

 

      Scientifism.

 

      Herbert Simon conceives of administrative

   organizations primarily as decision-making structures.

   (257 1-11,45-78) He has characterized his own focus in

   the following passage:

      What is scientifically relevant description of an

   organization?  It is a description that, so far as

   possible, designates for each person in the organization

   what decisions that person makes, and the influence to

   which he is subject in making each of these decisions.

   (257 37)

      The object of all science is to explain things.  What

   do we mean by a scientific explanation?  An observed fact

   is explained by reference to a general principle, that

   is, by showing that the occurrence of this fact under the

   given circumstances can be predicted from thee principle.

   To first establish such an explanatory principle or

   theoretical generalization, many particular events must

   be observed and classified into general categories that

   make them comparable.  To explain a principle requires a

   more general proposition from which this and other

   similarly specific principles can be inferred.  (5 10)

 

      Socialism.

 

      Talcott Parsons provides yet another conception of

   formal organization in the recent application of his

   general theoretical framework for the study of social

   systems to such organizations.  (258 16-96) According to

   Parsons' schema, all social systems must solve four basic

   problems:  (1) the environment coupled with the active

   transformation of the external situation; (2) goal

   achievement:  the defining of objectives and the

   mobilization of resources to attain them; (3)

   integration:  establishing and organizing a set of

   relations among the member units of the system that serve

   to coordinate and unify them into a single entity; and

   (4) latency:  the maintenance over time of the system's

   motivational and cultural patterns.  (259 183-6)

      As the Hawthorne studies continued, an increasing



 

 

 

 

 

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   awareness of the significance of social relations for

   worker morale led the investigators to decide to observe

   the behavior of a group functioning under normal

   circumstances rather than attempt to manipulate work

   conditions experimentally.  (5 91)

      The cohesion of work groups often furthers operations.

   For example, cohesion has been shown to raise worker

   satisfaction and to lower turnover and absenteeism.

   Cohesion also provides social support for workers; thus,

   it can neutralize the disturbing effects of conflicts

   with client...(5 95)

      Both Jaques (253 85-106) and Dalton (254 243-8,252-5)

   have noted that an individual's ability to stand

   uncertainty and ambiguity governs the scope of the

   responsibility he will seek.

      Both Jaques and Dalton tend to view this

   characteristic--the individual's capacity to stand

   ambiguity--in psychological or sociopsychological terms

   whereas we would prefer to concentrate attention on the

   individual's position in the social structure as it

   influences his ability to cope with prolonged

   uncertainty.  (5 241)

      It has been found that attempting to eliminate or

   track down informal communication channels does little to

   dispel erroneous beliefs in the organization, but it may

   actually aggravate them.  On the other hand, prompt

   publication of relevant facts is the most effective

   method of refuting invalid rumors.  (12 206)

      I've seen it over and over again.  New developments

   for rational decision making often produce intense

   resentment in men who ordinarily view themselves as

   realistic, flexible, definitely rational.  Managers and

   executives who place a premium on rationality, and work

   hard to subdue emotionality, become resistant and

   combative in the back-alley ways of bureaucratic politics

   when such new technologies are introduced.  (33 382)

      Existing organizations generally require executives

   who enjoy ambiguity, manipulating others, and making

   propensities which only they con fulfill.  The latter

   skill is particularly important.  One mark of a

   successful executive is that he can marshall human and

   financial resources to make his decisions come true even

   if others feel that the goals could not--or should

   not--be achieved.  (33 390)

      Social relations involve, first, patterns of social

   interaction:  the frequency and duration of the contacts

   between people, the tendency to initiate these contacts,

   the direction of influence between persons, the degree of

   cooperation, and so forth.  Second, social relations



 

 

 

 

 

Theory W  page 239                                   Scholar

 

   entail people's sentiments to one another, such as

   feelings of attraction, respect, and hostility.  The

   differential distribution of social relations in a group,

   finally, defines its status structure.  Each member's

   status in the group depends on his relations with the

   others--their sentiments toward and interaction with him.

   As a result, integrated members become differentiated

   from isolates, those who are widely respected from those

   who are not highly regarded, and leaders from followers.

   (5 3)

      Treating groups rather than individuals as independent

   units of analysis permits making generalizations about

   the internal structure of work groups, but it ignores the

   interrelations of these groups in the larger industrial

   organization.  (5 12)

 

      Normalism.

 

      Norms controlling worker output also served the

   function of increasing job security for workers.  (5 93)

      Babchuk and Goode report a situation where a sales

   group developed a quota system that equalized sales

   volume for each member although management had

   established a commission arrangement encouraging

   competition among salesmen.  (252 679-87)

      A study by Roy of a group of workers in a machine shop

   also deals with regulation of output.  (262 427-42)

      It appears that the relationship between informal

   status and performance is contingent on work group norms:

   only if the expert exercise of skills is a dominant value

   in the group does high status tend to be associated with

   superior performance and to serve as an incentive

   promoting it; if the dominant norm standardizes

   productivity, high stature is associated with modal

   performance.

      And in groups organized in outright opposition to the

   formal organization, such as are found in prisons or

   concentration camps, high informal status probably

   accrues to those members who can most effectively resist

   organization pressures; that is, to the "low producers:

   from the standpoint of the formal organization.  (5 95)

      Unfortunately, our studies so far indicate that the

   majority of managers still do not know how to use models

   as the basis for creative experiments.  This is partly

   due to the fact that experimentation, risk taking, and

   trust have been drummed out of our managerial systems.

   This assures that just those men who do not enjoy

   experimenting will become managers.  Those few brave

   souls who prefer to experiment will be faced with an



 

 

 

 

 

Theory W  page 240                                   Scholar

 

   array of control systems that are still based on the

   principle of management by exception.  Their behavior

   will come under audit the moment it deviates from

   expected norms.  (33 391)

Ponderousness 

      Although this dissertation surveys much history,

Theory W attempts to avoid a lot of original historical

words.  Theory W words, in turn, are intended to be a

different set of mortar which uses the quoted bricks of the

past.  By seeing the new-mortar opportunity Theory W intends

to avoid "the ponderousness of Barnard's style [as] the

mark, perhaps, of the amateur scholar."(4 xiii) Organization

remains a large arena with great opportunity to succumb to

the others' opinion of the truth of functionality.

      Schools of thought. Names and their associated

institutions begin to appear in the dissertation's

consciousness.  The first school coming to mind is the

Columbia, Boston, Harvard, and Toronto University group of

Davis, Lawrence, Kolodny, and Beer (130).  Assuming that all

schools pay homage to tradition, organization schools seem

to begin with the church and military organizational

conception.  Although dissertation thought development links

to that formal organization, and the succeeding forms of

informal, functional, and matrix; Theory W really begins

with the child's organizational question which usually

appears by three years of age - "Why?"  More on the



 

 

 

 

 

Theory W  page 241                                   Scholar

application of administration of learning principles later

in this dissertation.

      The previous chapter presented the parentage of Theory

W - picking and choosing from the literature.  This chapter

provides more detail into the characteristics of Theory W

parentage - above from the educational administrative view

and below from the business administrative and psychology

 

views.

 

Table 31 - Early modern administrative literature 

___________________________________________________________

 

Year  Name      Comment                   Reference

_____ _________ _________________________ _______________

 

1923  Fayol     France                    (183)

1928  Lee       England                   (184)

1930s Barnard                             (4)(40)

1932  Follett   England and U.S.          (185)

      Dennison  U.S. manufacturing        (186)

                and the Post Office

1933  Urwick    U.S. consultant           (112)(188)(189)

      Graicunas French consultant         (187)

1935  Henderson                           (190)

      Whitehead                           (190)

      Mayo      Harvard University        (190)

1936  Gulick    Columbia University       (191)

                and public administration

___________________________________________________________

Note: Above parenthetic references.

 

Organization development 

      More specifically called organization development

 

field theory.



 

 

 

 

 

Theory W  page 242                                   Scholar

 

Table 32 - Strategies of deliberate changing 

____________________________________________________________

 

  Rational-Empirical

    Views of the enlightenment and classical liberalism...

  Normative - Views of therapists...

  Re-educative - Trainers, and situation changers

    Urick - Organization structure

    E.Mayo - Industrial sociology

     Roethisberger (also fed Counseling)

      Barnard (also connection from Urick)

       Maslow connection from the Normative

       D.McGregor

       R.Likert

       W.Bennis

       H.Shepard

       C.Argyris

  Power-Coercive

    Use of political institutions...

____________________________________________________________

Note:  Taken from reference (112 82-3).

 

Table 33 - Nine inventions 

____________________________________________________________

 

  Organization pictorial            References

  ________________________________ ___________

 

  An 8x9x6 cube of interventions   (112 25)

  A formal and informal iceberg    (112 28)

  Organization strategies          (112 82-3)

     Authors shown in previous tables

  The six-box organizational model (112 141-2)

  Change in operating efficiency   (112 228)

     Effect of opportunity on work quality and productivity

  Motivating potential score       (112 305)

  Core job dimensions              (112 311)

  Types of organization            (112 346)

  Research variables - table below (112 526-7) also (92)

____________________________________________________________



 

 

 

 

 

Theory W  page 243                                   Scholar

 

Table 34 - OD variables 

____________________________________________________________

 

Process variables

 Group

  Task oriented

   Work facilitation

    by defining work tasks.

   Goal emphasis

    by linking tasks with measurable objectives and mission.

  People oriented

   Interaction and communication

    by defining the work actions and their interdependency.

   Involvement and motivation

    by visually displaying work, objectives, & mission ties.

 Organization

  People oriented

   Human resources primacy

    by showing individuals their tasks in the organization.

   Norms

    by focusing on the tasks of organization accomplishment.

  Task oriented

   Participation

    by defining each individual's part

   Goal setting consensusa 

   Control

    by providing task norms for reconciliation with actual.

   Decision making

    by framing the comparison of alternates

   Integration

    by linking all organization tasks to mission.

  Macro

   Systems of management

    by defining a way to document task dynamics.

   Structure and functioning

    by modeling the organization's functional structure.

 Individual

  Psychological

   Self-actualization (growth)

    by documenting the units of accomplishment.

  Behavioral

   Awareness and understanding

    by documenting organization work which supports its aim.

  Interpersonal

   Relationships

    by emphasizing who supports us and who we support.

 Leader

  Subordinate



 

 

 

 

 

Theory W  page 244                                   Scholar

 

   Relationships

    by showing the way to aims through togetherness.

  Characteristics

   Value

    by showing the way to individual and organization actual.

  Task oriented

   Work facilitation

    by showing why the work is needed for motivation reward.

   Problem solving

    by providing a total organization task structure.

   Goal emphasis

    by relating individual goals to the total organization.

   Facilitation of....

____________________________________________________________

Note: Chosen from 48 process and 21 outcome variables (92).

      a Not a matter of group evolvement but a designer

function which Theory W facilitates.  OD refinement tasks

are encouraged but on a cost/benefit basis - see four sided

organization Theory Which permits Theory W to be

differentiated from the formal, informal, and technical

aspects/fields.

 

      Dissertation key words.

      An attempt was made to follow what was thought to be a

pattern of scholastic agreement, yet no such pattern

emerged.  There exists a rather scattered array of ideas not

necessarily linked to previous thought nor reflective of

practical application.  The following schema was quickly

 

abandoned.

 

      case study approach (115)

      economies of scope (115)

      functional organization - organization (114)

      organization change - organization charter (114)

      organization - functional organization theory (115)

      rationality - strategy - synergy (115)

      Delimited key words. Key words which have been placed

outside the rigorous Theory W boundaries.  The



 

 

 

 

 

Theory W  page 245                                   Scholar

outside-the-Theory-W-boundary key words appear in the

dissertation as a delimiting exercise.  Again, as stated

 

above, the following schema was quickly abandoned.

 

      adaptation of organization (115)

      formal organization functionalists (114)

      informal organization job enrichment (114)

      open systems (114)

      organization health (113)

      reorganization (114)

Organization philosophy 

      The unfolding of this praxis has brought the

inspection process back to Fayol.  Thus Fayol can be seen as

the base of Theory W.

      Philosophy of administration. Becoming a philosopher

of administration can be seen as taking up where past

philosophers of functional organization left off.  The

investigative process thus becomes - first identify the

philosophers, second identify a dissertation topic within

the discipline where the an advance can be made.

 

      Philosopher Fayol. No one else is thus described.

 

      As a philosopher of administration [Fayol]...left a

   mark on the thinking of his own [France] and many other

   European countries, not less than the mark left by Taylor

   in the US.  (164 ix)

      Fayol's general management book (164) was published in

Great Britain in 1929 (164 v).  The universal need for

administration was filled by the scientific mind

independently.



 

 

 

 

 

Theory W  page 246                                   Scholar

 

      Education vs business.

 

      The word management in the English-speaking countries

   is itself used very loosely and with a variety of

   meanings.  The Concise Oxford Dictionary still carries

   the quaint definition - n.in verbal senses; also or

   especially; trickery, deceitful contrivance; the

   management, governing body, board of directors, etc.  The

   close association of these ideas is unlikely to enhance

   the dignity either of the subject or of those who

   practice the activity.  (164 xiii)

      And education thusly maintains distance from business.

Yet education does very well in promoting the above verbal

connotation as a function of regular daily meeting, even

hourly, checking on others work.  In opposition, if not

checked, the worker can be seen as managing themselves.  To

the contrary, the philosophy of administration has long made

a basic assumption about workers.

 

      Worker stature.

 

      Human beings are incapable of any objective discussion

   of the correct distribution of functions, if, owing to

   the terms used, the problem becomes confused in their

   minds with their status as individuals, that is to say

   with their personal dignity, prospects of advancement,

   and desire for emoluments.  (164 xiii)

      Fayol revisited. Fayol had a different basis for

 

administration.

 

      Fayol employs the word administration with one meaning

   and one meaning only.  He uses it to describe a function,

   a kind of activity.  And he is quite indifferent whether

   those exercising this kind of activity are described as

   Managing Directors or as Change-hands.  He is concerned

   with the function, not with the status of those who

   exercise it.  To be sure, those holding positions high up

   in the hierarchy will devote a larger portion of their

   time to this function and a smaller portion to other

   functions and vice versa.  But he is quite clear that



 

 

 

 

 

Theory W  page 247                                   Scholar

 

   some element of administration, as he uses the word,

   enters into all tasks involving supervision of the work

   of others.  (164 xiv)

      Perhaps today, in the age of psychology and

organization behavior, would easily expand his definition of

administration to include the supervision of the work of

self.

 

      Universality?

 

      Fayol said in his address to the Second International

   Congress of Administrative Science - The meaning which I

   have given to the word administration and which has been

   generally adopted, broadens considerably the field of

   administrative science.  It embraces not only the public

   service but enterprises of every size and description, of

   every form and every purpose.  All undertakings require

   planning, organization, command, co-ordination and

   control, and in order to function properly, all must

   observe the same general principles.  We are no longer

   confronted with several administrative sciences, but with

   one which can be applied equally well to public and to

   private affairs.  (1937 "The Administrative Theory in the

   State" in Papers in the Science of Administration edited

   by L.Gulick and L.Urwick, Columbia University Press.)

      Fayol devoted much of his effort in his concluding

   years of his life to demonstrating this unity of

   administrative theory.  In this he was at one with the

   most distinguished exponents of scientific management in

   the United States - Taylor himself, Follett and others.

   (164 xv)

      It is to be hoped that the translation of

   administration in Fayol's title by management will not

   lead those engaged in central and local government in the

   English-speaking countries, to imagine that the lessons

   he has to teach are only for those engaged in the conduct

   of business undertakings.  If so they will misread the

   lesson which was at the heart of his philosophy and the

   secret of his phenomenal success as a practical

   administrator.  (164 xvi-xvii)

      To the contrary, some education, including many

"higher" educators, simply impose tradition - slave labor,



 

 

 

 

 

Theory W  page 248                                   Scholar

 

hoop jumping, etc.- unto "students" of administration.

 

Faculty function38 

      Allan Tucker's book, "Chairing The Academic

Department," dated 1984, (275 chapter 15) comes near to the

subject of functional organization.  The chapter title is -

Assigning and reporting faculty activities.

      Bare (1980) in turn references Bare (1978) for

measuring the chairperson's performance in eliciting faculty

performance.  The chair functions are:  (1) counseling and

team building, (2) coordination and control, (3) staffing,

(4) formalizing, (5) training, (6) external representation,

(7) communication and feedback, and (8) performance-reward

management (270 19).  Then later in the book a different

 

version is presented.

 

      1.Formalizing,

      2.External representation,

      3.Training,

      4.Reward administration,

      5.Staffing,

      6.Counseling,

      7.Conflict resolution,

      8.Power equalization,

      9.Goal clarification and feedback,

     10.Coordination

     11.Role clarification, and

     12.Problem solving. (270 109)

      Faculty are professionals thus consider the counseling

 

____________________

 

      38 Based on H.L.Otto (Dec1985) Dissertation

thoughts.  For BGSU advisor York and courses EDFI 797 by

Pigge and EDAS 682 by Carlson.  Bowling Green OH: State

University.



 

 

 

 

 

Theory W  page 249                                   Scholar

need to be exceptional, and therefore the team building

aspect of the explicit Theory W functional organization can

be of use.  Faculty control their performance thus the

coordination from the chair function comes to prominence.

Staffing, in the sense of directly hiring or firing

organization members, does not fall within the purview of

Theory W.  To aid in teaming aspect and coordination of

staff as the organization members, Theory W formalizes a

functional organization structure.  This does not interfere

with the formal organization structure.  The job description

version of the Theory W functional organization structure

can be used as a vital and very practical proven training

tool.  Its external representation can be seen in the in

toto Theory W data base, and in the vividness of the

member's job tasks - designed for communication and

feedback.  The communication and feedback being enhanced by

the Theory W weekly feedback review by formal boss and

member.  The overall performance measure of Theory W can be

seen as member job satisfaction.

 

Education and the economy39 

 

      The wealth of a country is based upon its power to

   develop and to effectively utilize the innate

   capabilities of its people.  The economic development of

 

____________________

 

      39 Based on H.L.Otto (Spr1986) Education principles.

For BGSU course EDAS 724 by York.  Bowling Green OH: State

University.



 

 

 

 

 

Theory W  page 250                                   Scholar

 

   nations, therefore, is ultimately the result of human

   effort.  It takes skilled human agents...  Alfred

   Marshall argued that the most valuable of all capital is

   that invested in human beings.  And a growing number of

   today's economists subscribe to a theory - of which

   T.W.Schultz is a leading exponent - that human resources

   are a form of capital, a produced means of production,

   and the product of investment.  (253 ix)

      The essays in this volume...serve as reminders that

   many problems of human resource development (HRD) are

   unique to every country that experiences them.

   HRD...includes formal education at all levels....it

   covers on-the-job training, individual self-development.

   and informal as well as formal adult education.  (253 x)

      It is possible to quantify many of the human resource

   variables with as much precision as many other economic

   variables.  (253 xii)

      In the United States...the annual costs of elementary,

   high school, and higher education exceeds $30 billion.

   (281 5)

      To speak of schooling as an investment is to imply

   that it is something material.  (281 viii)

      It will be necessary to develop an all-inclusive

   concept of the factors of production including the

   economic productivity of education.  (281 xi)

      This essay rests on the proposition that people

   enhance their capabilities as producers and as consumers

   by investing in themselves and that schooling is the

   largest investment in human capital.  (281 x)

      The fact that there are some attributes of education

   that can be treated by economics does not mean that they

   are necessarily important.  Nor does it imply that those

   which economic theory puts aside are unimportant.

   (281 1-2)

      Schooling is...a concept applied to the educational

   services rendered by elementary and secondary schools and

   by institutions for higher learning, including the effort

   of students to learn.  Organized education, however, is

   not only engaged in producing schooling but also in

   advancing knowledge through research, and for its own

   sake going beyond teaching or instruction that enters

   currently into schooling.  (281 3)

      I propose to treat education as a...set of activities,

   of which some are organized, as they are in schools, and

   some are unorganized...  In the home, in the church, and

   in the armed services, education in the firms consisting

   of on-the-job learning, and education in the schools

   consisting mainly of elementary and secondary schools and

   institutions of higher education.  (281 4)



 

 

 

 

 

Theory W  page 251                                   Scholar

 

      When earnings foregone are included in the estimates

   of costs, estimates of the rate of return are cut by

   about 60 percent.  Even so, the rate of return may be as

   high or appreciably higher then that on investment

   generally...  (281 5-6)

      While it is obvious that costs are a basic component

   in studying the economics of education, it is surprising

   how little has been done to develop appropriate concepts

   for this purpose and to identify and measure these costs.

   (281 6)

      In addition to tuition and other explicit outlays and

   the not so explicit earnings foregone, the taxes, mainly

   local school taxes, paid by the family where children

   attend a public school, or gifts by the family to finance

   a parochial school where children attend it, and the

   profits foregone in case they own stocks in corporations

   that make grants to the school which the children attend.

   The smaller part of these costs is borne by persons other

   than the student or his family through taxes and grants

   made directly to the school, or indirectly through

   corporations in which they have stocks, and through

   grants made to schools by private foundations.  (281 21)

      Schooling is more dependent upon the human factor than

   is production in the rest of the economy.  In 1956 about

   89% of the costs incurred for elementary and secondary

   schooling and for higher education are attributed to

   labor.  When earnings foregone by students are added,

   about 93% of the 1956 factor costs of education are

   traced back to wages and salaries for human effort.

   (281 34-35)

      In 1956 teachers represented 2.3% of the employed

   labor force in the United States.  (281 41)

      The economic capabilities of man are predominantly a

   produced means of production) and that...most of the

   differences in earnings are a consequence of differences

   in the amounts that have been invested in people.  The

   implication of this assumption is that the structure of

   wages and salaries, which have long baffled economists,

   is determined in the long run by investment in schooling,

   health, on-the-job training, and in searching for

   information about job opportunities, and in acting on it.

   (281 64-65)

 

Productivity in higher ed 

 

      Efficiency in higher ed.

 

      Efficiency is measured as a ratio between two

   variables, cost and output.  The best of all possible



 

 

 

 

 

Theory W  page 252                                   Scholar

 

   worlds exists when it is possible to cut cost and raise

   quality at the same time.  (277 3)

      How might instruction be organized in a liberal arts

   college to reduce cost while maintaining or even

   improving quality?  The instructional systems considered

   were modification of the conventional plan by introducing

   a few lecture courses of large enrollment (a variant of

   the Ruml plan), programmed independent study of a type

   that would require minimal time of the instructor and

   minimal specialized equipment other than library books,

   tutorial instruction (the Bakan plan), programmed

   independent study using mechanical aids (the Kieffer

   plan), and a plan of our own (the eclectic plan)

   combining these several methods.  (281 95)

      The hypothetical college we used for our computations

   is roughly comparable in size and characteristics to

   Grinnell College or Pomona College...1,200 students and

   100 faculty members.  The average teaching load is 2

   courses per semester for science teachers and 2.5 courses

   for all others.  Teachers devote on the average 30 hours

   a week during the academic year to instruction in all its

   aspects.  Courses carry four credits, and the typical

   student load is four courses per semester.  The average

   class size is 20 students.  Faculty compensation averages

   $14,000 including fringes with an additional allowance

   for the cost of sabbaticals, sick leave, etc.  Physical

   plant costs are calculated as a rental on required space

   with realistic assumptions about space utilization.

   Substantial sums are allocated to the library and

   computer facilities.  The curriculum is considerably less

   proliferated than that actually found in most colleges of

   the type we surveyed.  (281 96-97)

      We believe there is ample opportunity within

   prevailing economic constraints for bold educational

   experimentation.  We also believe that faculty

   discussions of educational policy should be more attuned

   to budgetary considerations than have been traditionally.

   The curriculum, the mode of instruction, and the teaching

   load do make a difference in costs.  They may not spell

   the difference between institutional solvency and

   bankruptcy, but they may differentiate between

   institutional progress and stagnation.  (281 102-103)

      Overall, the private sector spends more per student

   (full-time equivalent) than the public sector for

   1971-72:  Total educational and general expenditures,

   $3532 vs 2435; Expenditures for instruction and

   departmental research, $1383 vs 1128.  (278 92) The data

   on revenues and expenditures are derived primarily from

   annual reports of each institution to the Higher



 

 

 

 

 

Theory W  page 253                                   Scholar

 

   Education General Information Survey (HEGIS) of the

   U.S.Department of Health, Education, and Welfare, p.45.

 

      Parsons College.

 

      One of the earliest and most persistent criticisms of

   both Roberts and the college was that they, to put it

   charitably, lacked candor.  (282 131)

      The credibility gap was fed not so much by outright

   lies as by evasions, half-truths, unsubstantiated claims,

   and by unorthodox methods of gathering and reporting data

   or a disinclination to do so at all.  (282 132)

      The Life article was not as bad as Parsons,

   understandability enough, thought it was, and would have

   been less damaging if the college would have said

   nothing.  It was written in the idiom of tongue-in-cheek

   popular journalism, the object being to amuse rather than

   enlighten.  In view of the number of other reporters who

   had been conned by Parsons in previous years, perhaps the

   conning of Parsons by Life was merely just retribution.

   Victims, in a way, of their own overblown publicity.

   (282 167-8)

 

     Profit.

 

      The main elements of the Parsons Plan as Roberts and

   his consultants developed them over the years were:  (1)

   year-round operation, (2) an open-door admissions policy

   with intensive recruitment, (3) sharply restricted

   curriculum with large classes, (4) high teaching loads

   and high salaries, (5) high tuition and fees, and (6)

   cheap buildings with the fullest possible use of them.

   (282 24-25)

      The three-year college is not a new proposal.  It

   flourished a half century ago at Harvard.  (282 27)

      The average faculty salary when Roberts arrived at

   Parsons was about $3600.  When he departed it was about

   $12,000 if one counts all teaching members...(282 34)

      The college ran studies on how many students appeared

   before each professor and how much tuition income each

   professor was therefore producing for the college.

   (282 37)

      Parsons accurately assessed its market and pegged its

   fees accordingly.  It did not charge all the market would

   bear and was not exorbitant in its fees, but Parsons was

   on the high side of the national scale and higher than

   other colleges with which it might be thought to compete.

   (282 39)

      The problem of buildings gave Roberts and the Parsons



 

 

 

 

 

Theory W  page 254                                   Scholar

 

   Plan the greatest trouble.  It is one thing to run a

   college out of tuition and fees - to pay, that is,

   current operating expenses out of operating income - but

   a far different thing to finance) a college out of this

   income; to buy equipment and put up buildings as well as

   to meet the daily operating costs.  But Roberts was out

   to prove that total financing out of fees was possible.

   That was his whole pitch:  the need for colleges to move

   away from dependence on endowment and gifts...(282 40-41)

      The college had over $3 million in 1966 and over $2.5

   million in 1967 that was "excess income."  Between 1961

   and 1967, the college generated about $9

   million...(282 43)

      Raymond Gibson claims, on the basis of his experience

   as provost of the college, that $1 million could have

   been saved every year, with no curtailment of services,

   simply by lopping off the extravagant expenditures of the

   central administration and the athletic department:  and

   adds that another $750,000 could have been saved by

   signing up faculty members on a year-round teaching

   schedule rather than giving them one-third of each year

   off with pay.  (282 46)

      By the time Roberts left, there was a president, a

   provost, four vice presidents, four deans, and an

   assortment of minor administrators.  (282 47)

 

      Students.

 

      The typical problem of an American student headed for

   college is whether he will make it to the college of his

   choice, the problem for his counterpart in the rest of

   the world is whether he will make it to college at all.

   Nor does any other nation have anything like the dual

   system of private and public institutions that we do,

   wherein most institutions engage in the vigorous

   "recruitment" of students.  We have moved steadily away

   from a dual system of public and private institutions

   toward one in which the tax-supported institutions are

   dominant.  (282 55)

 

      Curtailed curriculum.

 

      Roberts expanded and inflated the courses offered in

   his early years until the church and other people began

   to question the size of the Parsons curriculum.  But

   after the Ruml Report, change came fast.  (282 82)

 

      Quality.



 

 

 

 

 

Theory W  page 255                                   Scholar

 

      The board's record differs only in degree, not in

   kind, from any other boards of trustees naturally

   composed, as they all are, of devoted, well-meaning, very

   busy people who have many demands on their time.

   (282 48)

      The student-teacher ratio, a favorite but misleading

   measure used by accreditors and other people to judge the

   quality of an institution, would be...near the national

   average if all three classes of teachers were included.

   The most recent figure available for the national average

   is slightly over 18-1.  The number of Ph.D.'s on the

   Parsons staff in relation to the number of students

   enrolled was about the same before Robert's

   administration as during it.  The difference, of course,

   was that they taught many more students under Roberts.

   The Ph.D.'s did almost all of the lecturing in almost all

   of the classes....  It is surely clear that the ratio of

   Ph.D.'s to non-Ph.D.'s has an important bearing on the

   overall quality of an institution.  (282 94-95)

      For the students who entered Parsons as freshmen

   between 1955 and 1962, the attrition rate - the

   percentage who failed to graduate - fluctuated between a

   low of 55% and a high of 80%.  In other words, the

   college graduated 45% of those it had taken in as

   freshmen and in in worst year only 20%.  (282 101)

      The Parsons rate of, say, 60-70 % would compare well

   enough with the attrition rates of many tax-supported

   institutions, particularly some of the large state

   universities, but obviously not with the good private

   colleges.  (282 102)

      The ranked faculty carried a teaching load of 12 to 15

   hours, which meant 4 or 5 courses that met 3 times a

   week....  The load was made heavier by the size of the

   classes, by the fact that every class was wholly given

   over to a fairly formal lecture, and by the emphasis that

   was put on good teaching.  (282 106)

      At Parsons, perhaps because of the rigid curriculum

   and instructional program, and perhaps because many of

   the students may have been more comfortable with facts

   than with ideas, both the teaching and the learning,

   especially in the core curriculum (where most of the

   students were to be found), tended to be textbook-based

   with an emphasis on mastery of information.  Those who

   would criticize Parsons for that kind of education must

   be prepared to give the same treatment to a great many

   other institutions.  (282 110)

      One insider was appointed acting president to succeed

   Roberts but soon returned to his old faculty position,

   whereupon another insider was appointed acting president,



 

 

 

 

 

Theory W  page 256                                   Scholar

 

   but he too left the job.  Finally another insider was

   made full president, thus giving Parsons the experience

   of four presidents in two years...(282 221)

      Having completed five complete self-evaluations in

   about 11 years (and having been through six complete

   assessments by the NCA - North Central Association of

   Colleges and Secondary Schools) is surely one of the most

   introspective colleges in the country; whatever virtues

   inherent in NCA self-studies Parsons must have in great

   abundance, though mixed perhaps with some neuroticism

   from such prolonged contemplation of self.  Since

   Roberts' departure, Parsons has striven to refine the

   most promising elements of the Parsons Plan and to

   jettison the rest.  One of the first changes was to

   greatly strengthen the authority of the faculty.

   (282 223)

 

      Ruml models.

 

      It is liberal education that discovers, defines and

   preserves the essential human values...(283 1)

      The charter is the constitution for the government of

   the college or university.  It is from this point we best

   survey performance and appraise results in terms of

   purpose.  (283 3)

      The members of the faculty as individuals must be

   distinguished from the faculty as a body.  In the faculty

   as a body, an institutional framework and power is

   brought into being that serves badly the chief purpose

   assigned to it, namely, the design and administration of

   a liberal curriculum.  (283 5-6)

 

      Efficiency.

 

      There are three rough indicators by which the

   Trustees, the administration, the faculty and friends of

   the college can get a working idea of its overall

   efficiency.  A higher level of efficiency means better

   faculty compensation and all that goes with it; it also

   gives the potential for a teaching program that will turn

   out better graduates...(1) ratio of students to faculty,

   (2) average number of hours per week that members of the

   faculty are engaged in lecturing, classroom or laboratory

   instruction, (3) relation of aggregate faculty

   compensation to tuition income.  (283 10)

      The academic calendar has two phases:  (1) the

   organization of the academic week and (2) the

   organization of the academic year.  The academic week,

   the prevailing practice in organizing the academic week



 

 

 

 

 

Theory W  page 257                                   Scholar

 

   is to provide for 5 courses of 3 hours a week each, or 15

   hours a week in the classroom for each student.

   Modifications are made for laboratory and field work, and

   special arrangements are sometimes made for very small

   classes and for independent study.  If it is presumed

   that a student spends two hours out of class in

   preparation for each hour in class, the 15-hour week in

   class becomes a 45-hour student workweek applied directly

   to the subject matter of the curriculum.  It is a matter

   of common observation that only the rare adolescent

   undergraduate can so organize his week as to find 45

   hours for attention to curriculum subject matter without

   severe and undesirable pressures on his health, his

   social life, his normal amusements, voluntary reading and

   relaxations.  (283 20)

      From the standpoint of size...several methods of

   instruction may be classified:  (1) lecture 80 to 400+,

   average 250, (2) lecture-discussion 25 to 150, average

   75, (3) seminar 8 to 20, average 12, (4) tutorial 1 to 6,

   average 3.  (283 23)

      Full-time faculty teaching is taken as 9 hours a week

   in the classroom...(283 29)

      A model is an abstraction.  It is useful in exciting

   the imagination and in helping us to see beyond present

   complexities and limitations to an ideal design for the

   future.  But the model as an objective and without

   sustained and energetic effort to make it a reality,

   unplanned and undirected change is not likely to lead to

   acceptable solutions...(283 45)

      Upon election to the presidency he was regarded as a

   colleague, although now the first among equals.  (283 47)

      In short, the college was a unit.  It was held

   together by a clearly perceived and accepted purpose, by

   a coherent curriculum, and by professional and social

   relationships in which similarity of training, interests

   and institutional roles served as a cohesive force.  The

   unity of the early nineteenth-century liberal college

   began to break down with the industrialization and

   urbanization of American society.  (283 48)

      Traditional arrangements for the government of the

   colleges also were under stress.  Faculty time and energy

   otherwise available for teaching and scholarship were

   diverted to committee service, much of it routine in

   character.  And the sense of the faculty as a unitary,

   corporate entity was weakened.  (283 49)

      The college community is characteristically democratic

   and individualistic.  (283 50)

      Within the departmental structure individualism is

   dominant.  (283 52)



 

 

 

 

 

Theory W  page 258                                   Scholar

 

      When depicted on an organization chart, a college

   resembles any other institution following the

   hierarchical pattern.  The chain of command

   runs...ultimately to the individual teacher.  (283 55)

      The spirit which the teacher brings to the classroom

   is uniquely important.  To impose upon him a change in

   curriculum or teaching method which does not invoke his

   enthusiasm is self-defeating.  (283 56)

      The deterioration of the economic status of the

   teaching profession has been gradual and is not

   perceptible to any one generation.  Educational and

   public leadership has not been able to convey in terms

   meaningful to the college teacher a conviction that there

   is a deep national interest in reversing the process of

   professional deterioration.  (283 59)

      The American Association of University Professors -

   the principal national association representing teachers

   and scholars rather than disciplines or institutions -

   has not assumed leadership in counteracting this view.

   The individual faculty member usually does not have basic

   information about the way the teaching resources of the

   institution are being used.  Lacking this basic

   information, it is small wonder that the individual

   teacher does not see the possibilities of improving his

   economic status by means of an institutional program

   using total faculty resources more efficiently.

   Moreover, significant progress depends upon collective

   rather than individual action.  (283 60)

      Students taught in large classes perform on

   examinations about as well as students taught in small

   classes, and in spite of a centuries-long history of

   effective lecturing by talented teachers for appropriate

   subject matter.  There is also, of course, the widely

   accepted but unproved belief that the lower the

   student-teacher ratio in an institution, the higher the

   quality of education.  (283 63)

      Proposals for more effective use of teaching resources

   often lack concreteness about what is to be done with the

   savings.  (283 64)

      For a particular institution, the first step is to

   determine whether it is facing a serious crisis.

   (283 65)

      Centralized leadership is essential.  A college is a

   diverse institution, and the typical curriculum is

   incredibly complex.  Sound planning for change requires

   central direction and coordination...  Finally, there

   must be in the mechanism, and eventually throughout the

   college, a sharp sense of responsibility and

   accountability for the recommendations made and the



 

 

 

 

 

Theory W  page 259                                   Scholar

 

   actions taken.  (283 68)

 

      A faculty-centered mechanism.

 

      Educational policy is traditionally the domain of the

   faculty.  To turn away from the faculty completely in the

   present crisis would be to imply that neither the faculty

   as a body nor as individuals are capable of discharging a

   basic institutional responsibility.  (283 71)

      But there are so many facts, so much to know, and so

   little time!  (283 78)

      The individual who has been granted academic freedom

   will use his privileges according to what might be called

   an academic conscience, that is, he will not teach his

   students as true what he himself knows to be false;

   second, that if a teacher should in good conscience be in

   error, free discussion in the classroom, on the campus,

   in another class, reading and general free communication

   will bring victory to the truth.  (283 86-87)

 

      Accountability.

 

      The idea of accountability in higher education is

   quite simple.  It means that colleges and universities

   are responsible for conducting their affairs so that the

   outcomes are worth the cost.  The significant steps in

   attaining true institutional accountability are (1) to

   define the goals and to order their priorities, (2) to

   identify and measure the outcomes, (3) to compare the

   goals and the outcomes and then to judge the degree to

   which the goals are being achieved, and (4) to measure

   the cost and judge the degree to which it approaches a

   reasonable minimum.  (276 1-2)

      The three services of higher education - instruction,

   research and scholarship, and public service - are all

   based on a single unified activity:  learning, defined as

   knowing the known and discovering the new.  The basic

   function of a professor, of a faculty, or of an

   institution is to learn.  A college or university is a

   center of learning.  The three services of higher

   education simply represent dissemination of learning to

   different groups.  (276 8)

      For several reasons, to measure or assess the products

   of higher education is extraordinarily difficult.  For

   one thing, these products are highly intangible.  For

   individuals, they consist of changes in knowledge,

   traits, values, attitudes, and skills.  For society, they

   are accretions to knowledge and technology, changes in

   the conduct of social and public affairs, and changes in



 

 

 

 

 

Theory W  page 260                                   Scholar

 

   the underlying institutions and culture.  (276 15)

 

Science for management 

 

      Science is not a collection of facts; it is the

   organization of the facts under general laws, and the

   laws in turn are held together by such concepts, such

   creations of the human mind, as gravitation.  The facts

   are endless chaos; science is the activity of finding in

   them some order.  And this order is not merely a

   shorthand for the facts; it is what gives them meaning,

   it is their meaning.  Science is the human activity of

   finding an order in nature by organizing the scattered

   meaningless facts under universal concepts.  (65 255)

 

      If we grant that what we think of man and society may

   change, then we must be free to inquire and speculate

   about both.  Ethics is not a final system but an

   activity.  This is what William Clifford said:

      Remember, then, that scientific thought is the guide

   of action; that the truth at which it arrives is not that

   which we can ideally contemplate without error, but that

   which we may act upon without fear; and you cannot fail

   to see that scientific thought is not an accompaniment or

   condition of human progress, but human progress itself.

      And if we think in this way, constantly, about the

   relations which engage men in society, we shall make a

   stronger ethic than any preached from the pulpits.

   (65 258)

 

      Purpose of science.

 

      The object of all science is to explain things.  What

   do we mean by a scientific explanation?  An observed fact

   is explained by reference to a general principle, that

   is, by showing that the occurrance of this fact under the

   given circumstances can be predicted from the principle.

   To first establish such an explanatory principle or

   theoretical generalization, many particular events must

   be observed and classified into general categories that

   make them comparable.  To explain a principle requires a

   more general proposition from which this and other

   similarly specific principles can be inferred.  (5 10)



 

 

 

 

 

Theory W  page 261                                   Scholar

 

       Science is -

 

   classify                data            ,

   construct               concepts        ,

   hypothesize             cause/effect    ,

   verify      significant principles/laws , and

   cumulate    consistent  structure/theory. (284 4,7)

 

      To strive for heightened consciousness is observable

in most individuals.  Consciousness is sensual; defined by

sense inputs of sight, hearing, smell, taste, and touch.

Additionally, individuals have a sense of emotional feelings

as defined by psychology as continuum poles of freedom-fear,

love-hate, and joy-sorrow.  The first five senses are the

data of science.  The latter three scales are the facts of

art.

      In terms of Theory W - "was is what you saw,"

 

represents the data of science.



 

 

 

 

 

Theory W  page 262                                   Scholar

 

Table 35 - A hierarchy of science 

____________________________________________________________

 

 Descriptor   Branch      Comment

 ____________ ___________ ________________

 

              logic       the why, the way

 abstract     mathmatics  2 + 2 = 5

              astronomy

              chemistry

 physical     physics     directed force

              botany

              zoology

 natural life biology

              psychiatry

 behavioral   psychology  self

              engineering

              law

              business

 applied      economics

____________________________________________________________

Note: (284 5).

      Management science can be seen as harnessed by the

objectives mentality, rather than looking up to a more

philosophical answer to the question, "Why?"

      Another entrapment was that functional organization

was still not separated from the formal organization

structure (122 223).

   Theory W shares the above goals but goes further in

defining a practical functional organization structure.

Theory W moves to view organization structure as three

dimensional - formal, informal, and functional.



 

 

 

 

 

Theory W  page 263                                   Scholar

 

      Backfit to social science.

 

      The book is developing social science at the same time

   it is developing organizational science.  (105 132)

 

      Poor organization science.

 

      Whereas the science of mechanics has found its basics

   in the lever, pulley, and inclined plane, the

   conventional social sciences still operate with presumed

   basics that more nearly resemble the level of complexity

   of a chain bicycle drive or the steering mechanism of an

   automobile.  Neither, of course, is basic; rather, each

   is a particular configuration of simpler mechanical

   principles.  (105 6)

 

      The infancy of social science thusly fails to explain

the necessary basics by its own admission.

      Systems theory follows from the application of

science toward a better life.

 

      As sciences go, systems theory is young.  It is rather

   totally a post-World War II product and might be said to

   have got seriously underway...in 1954.  (105 6)"

 

      System definition.

 

      Any two or more interacting or interrelated components

   can constitute a system.  (105 27)

 

      A system may be defined literally as an organized or

   complex whole; an assemblage or combination of things or

   parts forming a complex or unitary whole.  (170 10)

 

      System effect.

 

      Effectiveness applies to the aim of the whole.

 

      System efficiency.

 

      Efficiency applies to the tasks.  An organization is

effective, a repetitive task is efficient.

 

      Coordination structure.



 

 

 

 

 

Theory W  page 264                                   Scholar

 

      The social science approach to (in)formal organization

   dampens ideas, creativity and synergism.  The words do

   not appear in the index.  The social route precludes task

   relationships which are fundamental for functional

   organization, "If the actions of two or more parties are

   consciously coordinated toward a joint effect, the

   organization is formal.  It is informal if the joint

   effect is produced without conscious coordination...

   (105 17)

      Functional hierarchy idea. Ansoff's (1965) purpose

 

was -

 

      to synthesize and unify...an overall analytic approach

   to solving the TOTAL strategic problem of the firm, and

   make the analytic framework practical.

      He began with the then well-developed capital

investment theory (122 13-4) and moved to suggest the

 

adaptive search method with characteristics as follows -

 

      (1) a cascade procedure of successive narrowing and

   refining the decision rules, (2) feedback between stages

   in the cascade, (3) a gap-reduction process within each

   stage, and (4) adaptation of both objectives and the

   starting-point evaluation.  (122 28)

 

      Starting with an intrasystem focus on a given system,

   one can move upward to its interactions with other

   systems.  Similarly, starting with a focus on a given

   interaction, one can move upward to the larger system

   created by the interaction or downward to the separate

   systems engaged in the interaction.  (105 20)

      The social perspective is preoccupied with larger or

smaller systems rather than equal links in the chain of

support or service.

 

      Organization defined.

 

      An organization is any system that consists of two or

   more interacting human beings.  (105 31)



 

 

 

 

 

Theory W  page 265                                   Scholar

      Formal represents the responsibility hierarchy - who

reports about work to whom.  Informal represents the

unstructured synergistic work relationship which humans do.

Humans do mental and physical work - all of the time - 24

hours a day.  Mental work is exemplified as critical

thinking, which, together with code work, makes up the

definition of communication.  Unformal (functional) defines

the product work task interrelationships apart from the

responsibility relationship.

 

      Formal org purpose.

 

      Human beings and formal organizations are a subset...

   that we can call purposeful.  (105 51)

 

      Scientific purpose.

 

      The object of all science is to explain things.  What

   do we mean by a scientific explanation?  An observed fact

   is explained by reference to a general principle, that

   is, by showing that the occurrence of this fact under the

   given circumstances can be predicted from the principle.

   To first establish such an explanatory principle or

   theoretical generalization, many particular events must

   be observed and classified into general categories that

   make them comparable.  To explain a principle requires a

   more general proposition from which this and other

   similarly specific principles can be inferred.  (5 10)

      Proposition - if work is made visible the objective

will more probably be accomplished and productivity will

increase.

      Action vs statistics. Statistical significance is not

the point, logical, causal action clarity which appeals to

the worker is needed so that the worker chooses to act in



 

 

 

 

 

Theory W  page 266                                   Scholar

support of the organization objective.

      Social org and work. Modern organization was born of

 

the corporation.  Drucker (1946) stated -

 

      Nothing could induce the overwhelming majority of the

   American people to give up the belief in a

   free-enterprise economic system except a major

   catastrophe such as a new total war or a new total

   depression.  (123 1)

      Drucker continued to observe the corporation as human

effort (123 20) - the essence of the corporation is social,

that is human organization (123 21).

 

      Human effort.

 

      Work includes all activities directly or indirectly

   related to the creation of goods and services needed or

   desired by man...it includes the production of

   commodities, administrative activities and activities

   aimed at economic intercourse (commerce).  (285 11)

 

      Fourier noted that human beings have a natural love

   for activity (work) which is already present among

   children at two years of age.  He believed that people

   have the opportunity to express themselves through work.

   (285 402)

 

      Robert Owen considered work as a source of pleasure

   and joy.  Proudhom considered work the fundamental

   element of man's life....Science comes from work:  it is

   work which generates knowledge.  (285 403)

 

      Pistrak.  Work is the content and means of education.

   Students must study work (as a content), participate in

   different forms of work (as a means) and analyze their

   participation and the conditions of work themselves...

   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 work becomes a totalization or

   integration of the work of different groups.  Collective

   responsibility for the work as a whole, not individual



 

 

 

 

 

Theory W  page 267                                   Scholar

 

   responsibility for the individual work done by each one,

   is then vital.  (285 405-406)

 

      Pistrak pointed out the importance of the school as

   the cultural center...Organized through the

   self-organization of the students, and with the open

   participation of teachers, the school becomes a place for

   training children for participation, independent

   organization, and collectivism.  Students'

   self-organization is an important tool to prepare

   participative and critical citizens.  But

   self-organization is not individualist bourgeois freedom.

   (285 410)

 

      Makarenko worked to transform, through the example of

   the teacher and of administrators, and through strong

   emphasis on persuasion...a participative group of people

   with socially valuable goals.  Despite his belief in

   authority and in strong leadership, he allowed an

   increasing level of administrative decentralization and

   participation...  (285 412)

 

      The administrative principle of collective

   self-management:  the work pedagogy needs a basis of

   freedom and equality to grow and to be effective.

   Alienated work cannot be a tool to generate knowledge and

   to allow the rise of critical consciousness.  The

   administrative principle of collective self-management,

   of which the fundamental element is the free

   participation of all (and equal) members of the

   collective...  (285 422)

 

      Job education.

      Referencing 286 - for five training and development

personnel in five settings, the exploratory study (20 days

each setting) examined their work via direct structured

observational methods of data collection.  Forms recorded

frequency, duration, and activity purpose, and the nature of

interaction with others.  Recorded observations were

analyzed quantitatively giving these characteristics:  (1)

long hours, (2) sustained work pace, (3) many activities of



 

 

 

 

 

Theory W  page 268                                   Scholar

short duration, (4) frequent interruptions, (6) close

interpersonal contacts, (7) emphasis on verbal

communication, (8) contacts primarily with the line

organization and essential services, and (9) educational

emphasis in the work.  The thrust of the jobs studied was

seemingly last.  Also, time priority was not included.

Apparently, member control was deemphasized.

      Second phase of the reference 286 analysis grouped

similar or related work purposes.  Task areas were:  (1)

identify needs, (2) plan programs, (3) develop courses, (4)

develop materials, (5) instruct individuals, (6) evaluate

individuals, (7) consult clients, (8) administer program,

(9) administer facilities, (10) manage organization, (11)

exchange information, (12) laissez internals, and (13)

laissez externals.  Major areas being administration,

 

education, and public relations.

 

      It was concluded that training and development was

   concerned mainly with management of the resources for

   learning in an organization.  The Training Manager's job

   combines managerial work, adult education and the

   maintenance of relationships with a network of

   individuals and groups.  (286 iii-iv)40

   When training employees,41 especially managers and

administrators, they can be encouraged to avoid the trapping

of some social scientists.  The quote below is attributed to

 

G.C.Homans.

 

      Some social scientists will do any mad thing rather

  than study men at first hand in their natural



 

 

 

 

 

Theory W  page 269                                   Scholar

 

   surroundings.  (287 117)

      Rather let this sort of detail be done by every

individual member looked at as the expert worker, able to

tap into a data set which represents the work flow.  It

doesn't matter what is defined in detail within the tasks,

since the manager has better things to do.

 

____________________

 

      40 Other training & development and human resources

development information.  (Also added to the bibliography.)

      294 W.R.Tracy (1974) Managing training and development

systems.  New York: AMACOM.  P.46 - the job being the same

from one organization to another.

      279 I.K.Davies (ed) (1971) The organization of

training.  London England: McGraw-Hill.  P.22 - the

teacher-manager and the training manager as one and the

same.

      289 H.Mintzberg (1968) The manager at

work: Determining his activities, roles and programs by

structured observation.  Massachusetts Institute of

Technology, Sloan School of Management.  Unpublished

doctoral dissertation.

      290 H.Mintzberg (1970) Structured observation as a

method to study managerial work.  The Journal of Management

Studies.  V.7,p.87-104.

      291 H.Mintzberg (1971) Managerial work: Analysis from

observation.  Management Science.  V.18,p.B97-110.

      292 H.Mintzberg (1973) The nature of managerial work.

New York: Harper & Row.

      293 H.Mintzberg (1973).  P.230 - descriptive material

on the content of management work.

 

      41 Other adult learning information -

      295 M.S.Knowles (ed) (1960) Handbook of adult

education in the United States.  Chicago IL: Adult Education

Association Of the U.S.A.

      296 M.S.Knowles (1970) The modern practice of adult

education.  New York: Association Press.  P.22.

      297 M.S.Knowles (1973) The adult learner: A neglected

species.  Houston TX: Gulf.

      298 M.S.Knowles (1975) Looking ahead.  Training and

Development Journal.  V.29,p.20.

      299 Knowles & Hart (1975).



 

 

 

 

 

Theory W  page 270                                   Scholar

      Managerial work in terms of ten roles (288 58-93).

The interpersonal roles:  (1) figurehead, (2) leader, (3)

liaison.  The informational roles:  (4) monitor, (5)

disseminator, (6) spokesperson.  The decisional roles:  (7)

entrepreneur, (8) disturbance handler, (9) resource

allocator, (10) negotiator.

      Other Mintzberg views - the purpose of a manager or

administrator (288 95-96), the eight managerial job types

(288 126-129), and propositions about variations in

managers' work (288 129-131).

 

      Behavior limitation.

 

      The insight into worker motivation developed by the

   Western Electric experiments has produced a varied body

   of literature dominated by behavioral scientists like

   Argyris, Bennis, Likert, McGregor, Roethlisberger, Whyte,

   and Zalesnik...At its best the work...has increased

   general awareness of the psychological and social

   determinants of human behavior.  At its weakest it has

   led to the oversimplifications of McGregor's Theory X and

   Theory Y, the Likert group's passion preference for

   participative management, the exaggerations attending the

   growth of...sensitivity training and the Blake-Mouton

   managerial grid.  Biases and special preoccupations...

   limit their use of Barnard's concepts of purpose,

   leadership, and responsibility.  (4 xv-i)

      The authority of the aim wants to be personified.  If

the universal human needs are existence, relatedness, and

growth, and if each person works with the universal good

feelings of joy, love, and freedom, then aim authority can

be seen as the viable structure of human organization.



 

 

 

 

 

Theory W  page 271                                   Scholar

 

Occupational paralysis 

 

      The force of tradition, of habit, in human affairs is

   obstinate and persistent.  There is a well-recognized

   tendency among the members of established professions to

   imagine that their procedures are sacrosanct, beyond

   question, and that no lessons of utility can be drawn

   from the practice of other callings.  It is a tendency

   for which the French have coined the phrase, `deformation

   professionelle.' It is almost untranslatable in English.

   Perhaps `occupational paralysis' comes nearest to

   expressing the meaning.  (164 xvi)

      Occupational paralysis has occured.  Past management

tools have been invented, attempting to solve the

difficulties of organizing functionally, and they have

languished in varying degrees of paralysis - systems

approach, OR, PERT, MS, MIS, and renewed bureaucracy are

some.

 

      OR and PERT.

 

   The systems approach was stimulated by the development of

   Operations Research (OR):  linear programming Monte Carlo

   methods, and game theory...

      The Program Evaluation and Review Technique (PERT) is

   a planning and controlling method which represents the

   systems approach in its orientation and is extensively

   used in the aerospace and defense industries.  (12 18)

 

      Management science (MS).

 

      The real test of the benefit derived from an OR/MS

   model is the degree of improvement achieved after the

   solution to the model has been implemented.  Starting

   from the early days of operations research, and well into

   the middle 60s, the problem of implementation has been a

   major obstacle in the effectiveness of management

   science.  According to a study by Abrams, even in the

   best cases only 75 percent of the OR was classified by

   most executives as "blue-sky research and development,"

   today it is being looked upon as an activity which may

   yield a profit.  As a matter of fact, today many

   executives show pride in employing OR techniques, and



 

 

 

 

 

Theory W  page 272                                   Scholar

 

   some of them may even be going too far (which may be

   rather costly) in the use of quantitative techniques.

   Three phenomena are the major reasons for this change in

   the attitude of managers:  (1) the higher level of

   education of executives in general and thee increasing

   sophistication of executives, achieved through various

   refresher-type postgraduate courses in business

   administration; (2) the notable success achieved by OR in

   its short history; and, (3) the increasing availability

   of software "canned" computer programs and the decreasing

   cost of using computers.

      However, even with all of these developments,

   implementation continues to be a definite problem in many

   management science areas.  The results of a number of

   interviews and discussions conducted by the authors

   appear to indicate that in many cases OR practitioners

   are spending more time on salesmanship than they spend on

   the technical aspects of the projects, especially when

   they are dealing with top managers.  (33 367)

 

      Management Information Science (MIS).

 

      Professionals in the field of information sciences

   genuinely believe that work-life has become so

   complicated that the only way to achieve effective

   management is through the expanded and deepened

   rationally available from sophisticated information

   systems.  These men have a sense of mission, expressed by

   one man I met recently in a multibillion-dollar

   corporation:  "We want to unfreeze this colossus and push

   it into the twenty-first century"

      A major assumption of information scientists is that

   if real-life situations can be adequately modeled (with

   valid inputs to a computer model) then action will be

   more effective.  To put it another way:  more and more of

   the complex decisions of life can be influenced by

   rational thought.  (33 382)

 

      In many companies, valid data on important problems

   would reveal a maze of coverups, elaborate fictions,

   incompetence, missed opportunities, and distrust.  All

   these things can impede an organization from reaching its

   goals, or even keep it from rationally defining its

   goals.  Valid data for an MIS would reveal to many

   managements how much has been hidden from it all these

   years.

      No wonder, then, that MIS seems such a threat and that

   we face the irony of irrational resistance to potentially

   rational processes.



 

 

 

 

 

Theory W  page 273                                   Scholar

 

      With regard to MIS, there does exist some valid basis

   for resistance, or at least skepticism.  Many executives

   agree that increased rationality is a worthwhile goal.

   But they express opposition in terms of two specific

   issues:  1) they don't understand the new information

   technology, and 2) they don't believe it's wise to use

   such technology when it still hasn't proved itself.

   These are acceptable, albeit temporary objections.

   (33 383)

 

      The manager is now in a double bind.  If he follows

   the new rationality, he will succeed as a manager and fail

   as a human being.  Here's how it works:  A manager sees a

   world in which he can be held increasingly accountable

   for wider ranges of information.  He says to himself:

   Ten years ago I could go to the board and say, "I'm

   sorry, I didn't know this was going to happen."  Today

   the board can ask me, "Why didn't you have a venture

   analysis made?  Why didn't your model include other

   alternatives?"  I have no out.

      There's his dilemma.  If his models are incomplete,

   he can be fired for not including all the data.  If the

   models are complete, he gets frightened, not because he

   can be fired, but because he's useless.  He's

   psychologically fired.

      A third impact the MIS can have is on power.  MIS

   emphasizes the use of valid information and technical

   competence rather than formal power to manage

   organizations.  MIS emphasizes what is done and how it

   gets done, not just who does it or who gets credit for

   it.  (33 389)

 

   In one company I studied recently, MIS team members

   developed several ways to cope with their dilemmas.

   First, they convinced themselves it was their mission "To

   force people to become more explicit in their thinking,

   in order to be more effective."  Another put it this way:

   "It's my job to make people think through what the hell

   their objectives are."  (33 392)

 

      In contrast, sometimes the MIS team tried to be

   diplomatic.  Their diplomacy came in the form of

   translating their ideas into simple managerial language,

   by suppressing (they thought) their disrespect for the

   low intellectual caliber among the managers, and by not

   confronting the managers on any threatening issues.

      But their diplomacy didn't last long.  When they met

   too much resistance they either withdrew or became

   aggressive and competitive in return.  To make matters



 

 

 

 

 

Theory W  page 274                                   Scholar

 

   worse, their feelings of intellectual superiority were no

   longer concealed and they come across to their intended

   clients as arrogant.

      The manager's reactions to threats and arrogance can

   be predicted.  His feelings of mistrust, suspicion, and

   fears of inadequacy find ways to influence other managers

   to let the MIS group atrophy or be disbanded.  (33 392)

 

      The first step is for all concerned to become aware

   that MIS (or any other new system) is not the basic

   problem.  The basic problem is that organizations are

   full of concealed dysfunctional actions and defenses that

   are revealed by MIS.  Perhaps if ways could be found to

   make quantitative models more accurately reflect the

   world as line managers experience it, their fears and

   resistances would be lowered.  But that is more a hope

   than a likelihood.

      However, there is research and experience in some

   areas relevant to reducing such organizational problems.

   These are the areas of interpersonal, group, and

   intergroup functioning.  Knowledge is beginning to be

   developed about how individuals can increase their

   interpersonal competence and the effectiveness of their

   group relationships.  But this means modifying current

   organization strategies which preclude dealing openly

   with personal, interpersonal, and intergroup problems.

   (33 393)

 

      Renewed bureaucracy.

 

      Almost all modern administrative organizations (as

   well as some ancient ones) are bureaucratically

   organized.  Weber enumerates the distinctive

   characteristics of this type of organization in the

   following way:42

 

      1. Organization tasks are distributed among the

   various positions as official duties.  Implied is a

   clear-cut division of labor among positions which makes

   possible a high degree of specialization.

   Specialization, in turn, promotes expertness among the

   staff, both directly and by enabling the organization to

 

____________________

 

      42 Weber's discussion of these characteristics may

be found in H.H.Gerth & C.W.Mills (1946) From Max

Weber: Essays in sociology.  New York: Oxford University

Press.  P.196-204,329-36.



 

 

 

 

 

Theory W  page 275                                   Scholar

 

   hire employees on the basis of their technical

   qualifications.  (5 32)

      2. The positions or offices are organized into a

   hierarchical authority structure.

      3. A formally established system of rules and

   regulations governs official decisions and actions.

      4. Officials are expected to assume an impersonal

   orientation in their contacts with clients and with other

   officials.

      5. Employment by the organization constitutes a career

   for officials.  (5 32-3)

 

      Paralysis continues.

 

      Managers at lower levels manipulate information to

   protect their interests.  A modern management system,

   where information is controlled from the top, will make

   such manipulation difficult.  In addition, such a

   management system may change the job of lower and middle

   management to be less challenging, and without

   self-responsibility.  In addition to the impact on

   individuals, management systems will have an impact on

   the structure of the organization.  The relationship

   among departments will be changed, and the power balance

   will be upset.  Thus, managers will have good reasons to

   resist change.  (33 368)

 

      A productive system. The opposite of paralysis can be

seen as productivity.  Note what a small amount of work the

U.S.Government's measurement of productivity covers.

Combined with other reasons, the productivity approach to

functional organization has failed.  The general idea of a

system, however, still maintains a basis for theory

development.

 

      Systems approach.

 

      In general, a systems approach indicates a primary

   interest in studying whole situations and relationships,

   rather than organizational segments.  (12 16)

 

      The systems approach to management shares a number of

   characteristics with Taylor's earlier work in that both



 

 

 

 

 

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   are relatively impersonal in orientation, emphasize the

   use of the methods of science, and have resulted in

   contributions to the planning process.  As if to

   highlight this similarity, the quantitative systems

   approach has frequently been called management science,

   as contrasted to Taylor's scientific management.  (12 18)

 

      Many of Fayol's general principles of management were

   concerned with....the systems approach to management...to

   view any organization as representing a communication

   structure.  (12 18)

      Thus Theory W bases upon the principles of being

whole, relative, impersonal, quantitative, strategic, and

tactical.

 

      Rationality is one of the highest order goals in

   civilization.  To be sensible, to use the power of

   reason, to avoid emotionalism in making

   decisions--civilized people honor and value these

   characteristics and often strive to attain them.  To be

   rational is to be good.  We have even created our

   organizations with rationality in mind:  If every man

   behaves reasonably and sensibly, then bureaucratic

   structures (our dominant form of organization) can

   achieve their goals.  Of course, for organizational

   managers and executives to conduct their affairs

   rationally, they also need to know a lot of things.

   (33 381)

 

      The entire functional organization chart in the form

of a database can be shown.  Then focus turns to each

individuals part in supporting the organization's strategy.

 

      Weekly support.

 

      Weekly Conference of Department Heads.  In such

   conferences it is not the case of drawing up the plan of

   action of the business, but of facilitating the carrying

   out of this plan in the light of current events.  The

   scope of each conference extends over a short period

   only, normally a week, during which the harmonizing of

   activity and focusing of effort are to be ensured.

   (164 104-5)



 

 

 

 

 

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      To represent the facilitating plan Fayol only offers

the formal organization chart structure.  The closest he

comes to charting the organization functions are in the

charts presented as Tables III, IV, and V (164 12).  Yet

Fayol offers the earliest-best resume of a functional

 

organizer.

 

Table 36 - Fayol's work-life 

____________________________________________________________

 

Age   Comment

_____ _____________________________________________________

 

0     Born 1841

17    School of Mines

25    Manager

31    General Manager

33-52 Wrote technical/scientific publications.

59-82 Wrote administrative publications

       Paper on Administration

      "Discourse on the General Principles of Adm."

      "Administration, industrielle et generale."

      "Importance of the adm.function in business."

      "A Discourse on Higher Education."

77    Formed Centre of Administrative Studies.

      Appointed Professor of Higher Commercial Studies

      "The Reform of the Public Services."

      "Positive administration in industry."

      "The Industrialization of the State."

       Administrative Reform of the Posts and Telegraphs.

      "The State cannot administer Posts and Telegraphs."

      "The Theory of Administration in the State."

____________________________________________________________

Note: (164 xviii-xx).

 

      Principles vs structure.

 

      The managerial function finds its only outlet through

   the members of the organization (body corporate).  Whilst

   the other functions bring into play material and machines

   the managerial function operates only on the personnel.

   There is no limit to the number of principles of

   management, every rule or managerial procedure which



 

 

 

 

 

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   strengthens the body corporate or facilitates its

   functioning has a place among the principles so long, at

   least, as experience confirms its worthiness.  (164 19)

      Fayol's first principle among 14 (164 19-20) was the

Division of Work.  The last were Initiative and Esprit de

corps.

 

      Division of work.

 

      Division of work permits of reduction in the number of

   objects to which attention and effort must be directed

   and has been recognized as the best means of making use

   of individuals...  it results in specialization of

   functions and separation of powers.  Division of work has

   its limits which experience and a sense of proportion

   teach us may not be exceeded.  (164 20)

 

      Tricky theory building.

 

      The task of creating the foundation for a theory is

   difficult, and it becomes even more formidable when one

   desires to create a scaffolding upon which to hand and

   interrelate as much of the existing literature as

   possible without doing violence to the basic results of

   each individual study.  (165 x-xi)

      System building. A scientific coordinate system - a

map of everything in its place has been a dream far back

into history.  The quest to provide order for one's world

 

can be seen as humanly universal.

 

      The use of mathmatics to describe the whereabouts of

   moving bodies...  has an ancient history; it was thought

   natural long before Copernicus and Galileo.

      The notion of imposing a gigantic coordinate system on

   the universe was certainly, in Descartes's mind, one step

   in giving [the world] logical order.  It was plain to

   Hobbes that the world could be rational as Euclid, if he

   could find in its progression some analogue to logical

   entailment.  He found this analogue in the principle of

   cause and effect.  (64 42)



 

 

 

 

 

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       Induction vs deduction.

 

      The generation which followed...abandoned once for all

   the attempt to deduce the laws of nature from her facts,

   by any process of forward reasoning.  Instead, the

   scientists invented a more tentative method.  They

   singled out a set of principles or axioms, such as

   Newton's laws of motion...and they judged the axioms

   right or wrong by checking their fictitious world against

   the real world.  In my view, this is the essence of the

   inductive mind.  (64 43)

 

      Purpose of experiment.

 

      The purpose of experiment is to increase the size of

   the sample on which a theory is tested.  In this,

   experiments are not all alike.  Good experiments are more

   systematic than the random samples yielded by mere

   observation.  And critical experiments are highly

   stratified samples in the variables under scrutiny.  But

   however well the model fits nature at the sample points,

   the reasoning from there to its fit at all points can

   only be probable.  It is in this sense that induction

   gives only a probable assurance of the rightness of a

   scientific theory...

      All forms of sampling give only probable information

   about the population from which the sample is drawn.  In

   testing a scientific theory by experiment, we try to get

   information about a population of natural events from a

   sample.  We try to convince ourselves that this

   population matches the configurations generated by our

   model everywhere, by showing that they match at the

   sample points.  A good deal of nonsense has been talked

   about probability in science by those who have missed

   this conception.  Some philosophers speak of probable

   theories and some even speak as though facts can be

   probable.  Facts are so or not so; observations are true

   or false; and theories are right or wrong.  All that is

   probable is the assurance that we can have in extending

   what is known in experience to what is unknown - in

   arguing from a known sample to a larger unknown one.

   (64 47)

 

      But when I have said that our observations are only a

   sample of events, I have opened up a graver difficulty.

   We cannot now be sure that we have sampled all the

   properties of the natural objects we are studying.  We

   must expect these objects to have properties which have

   not been observed or, what is the same thing, to which we



 

 

 

 

 

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   have paid no attention.  And we cannot expect these

   properties also to be consequences of a Theory Which has

   taken no account of them, and to be displayed by a model

   conceived in ignorance of them.  This is a deeper

   criticism of the inductive method...The aim of the

   inductive method is to reduce the description of the

   universe to a chain of deductions from a finite set of

   axioms.  If this aim is to be reasonable, then all the

   properties of a natural object must flow from some set of

   defining properties.  What makes an object unique also

   must make it behave precisely as it does.  (64 48)

 

      I have been speaking so far as if the scientist who

   wants to make a theory has a task no more difficult than

   Euclid when he wanted to draw up a set of axioms.  But

   the world is not so simple.  Euclid's axioms were really

   simple experiences in geometry...From the outset [of

   science], the Greek mathmaticians and the Greek atomists

   approached nature with the notion that there is something

   to be learned:  she has meaning.  This belief was largely

   lost in the Dark Ages, which saw matter as a perpetual

   accident, kept in place from moment to moment by a new

   act of grace.  Natural science did not flourish again

   until men like Alberti and Leonardo were ravaged by a new

   hunger for meaning.  Like the Greeks, they were convinced

   that nature has a message.  What we have been doing ever

   since is to look for the code.  I use the word "code"

   designedly and literally.  (64 49)

 

      The process of building a scientific system is an

   awkward one...There is, in fact, only one positive

   procedure to be laid down.  It is to treat the processes

   of nature as messages, and to look for the code which

   shall make them the most meaningful or.  (what in this

   context is the same thing) most informative.  (64 51)

 

      We regard nature as composed of processes.  (and not

   of single objects or events) We regard the sentences

   which describe these processes as written in code.  The

   scientific procedure is to break down the code into its

   constituent symbols and their laws of arrangement.  So

   far, this is essentially the procedure for setting up an

   axiomatic system.  But we add to it the requirement that

   the code is to make nature as meaningful as possible.

   That is:  science is formally the search for code which

   shall maximize the information content of the messages

   which record the processes of nature.  Both observation

   and description are limited in their fineness, and this

   sets a limit to the process of decoding.  We can liken



 

 

 

 

 

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   this to the presence of a basic level of noise under the

   message.  We ourselves provide a grosser element of

   random noise in practice by our experimental errors.  But

   these limitations apart, we assume that nature write her

   messages free from noise:  nothing in her processes is

   arbitrary.  And nothing in her processes is meaningless;

   if we could only read them, her messages are everywhere

   dense with information.  (64 52)

 

      A code message is a linear arrangement of its symbols.

   It offers, therefore, only one dimension of structure...

   What I have called a code sentence or message does not

   describe an object or event:  it does not describe a

   fixed structure.  Such objects or events, such

   structures, are to be incorporated in the symbols

   themselves, and the internal arrangement of parts in a

   code symbol or group of symbols can be given as many

   dimensions as we find necessary.  The code groups have a

   function space of their own.  What the message represents

   is always a process.  It is a sentence which summarizes

   an experiment.  That indeed has a dimension imposed on

   it:  and the dimension is time.  (64 54)

 

      Strategy.

 

      I shall distinguish between two concepts, the usual

   concept of a closed or bounded plan (that is, a tactic or

   solution for a defined problem), and a new concept of an

   open or unbounded plan, that is, a general strategy.

   (64 176)

 

      Organization evolution.

 

      Life has two separate components...Life is not only

   process of accurate copying...Life is also and

   essentially an evolutionary process, which moves forward

   only because there are errors in the copy, and every so

   often one of these errors is successful enough to be

   incorporated as another step or threshold in its

   progression.  The [copying error] machinery of life

   ensures the death of individuals.  (64 182)

 

      There are five distinct principles which make up the

   concept of evolution, as I interpret it.  They are:

      1. family descent

      2. natural selection

      3. Mendelian inheritance

      4. fitness for change

      5. stratified stability. (64 188)



 

 

 

 

 

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       In order that a species shall be capable of changing

   to fit its environment tomorrow, it must maintain its

   fitness for change today.  The dormant genes that may be

   promoted tomorrow when they become useful must be

   preserved today when they are useless.  We know now that

   there are single genes which function specifically to

   enhance variability.  A master gene of this kind, which

   increases mutation, as a mechanism that opens up the

   future, not by foreseeing it but by promoting the

   capacity for change.  (64 189)

 

      Evolutionary strength.

 

      But exactly this machinery also ensures the evolution

   of new forms.  The errors which destroy the individual

   are also the origin of species.  Without these errors,

   there would be no evolution, because there would be no

   raw material of genetic mutants for natural selection to

   work on.  There would only be one universal form of life,

   and however well adapted that might have been to the

   environment in which it was formed, it would have

   perished long ago in the first sharp change of climate.

   (64 182-3)

 

      Complexity needs org.

 

      Evolution has the direction, speaking roughly, from

   simple to more and more complex:  more and more complex

   functions of higher organisms, mediated by more and more

   complex structures.  (64 176)

 

      Causal reductionism.

 

      Creative evolution.

 

      There are indeed contexts in philosophy in which

   reductionism is not enough.  But reductionism is valid

   and sufficient when it is a historical explanation, so

   that it presents a temporal and logical sequence of steps

   by which the result has been reached.  (Indeed, all

   causal explanations are of this kind, and can only be

   challenged if we challenge the first cause.) To reduce a

   whole to its parts is a valid exposition of its plan if

   in fact the parts have come together in time, step by

   step, in building up a sequence of lesser wholes.  So it

   is valid to regard an organism as a historical creation

   whose plan is explained by its evolution.  But the plan

   of life in this sense is unbounded.  Only unbounded plans

   can be creative; and evolution is such a plan, which has

   created what is radically new in life, the dynamic of



 

 

 

 

 

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   time.  (64 186-7)

 

      Mechanics vs creation.

 

      The distinction here is between a sequence of actions

   which is fixed in advance by the end state that it must

   reach, and a train of events which is open and unbounded

   to the future because its specific outcome is not

   foreseen.  Any bounded plan is in essence the solution to

   a problem, and life as a mechanism has this character.

   By contrast, the sequence of events that constitutes an

   unbounded plan is invented moment by moment from what has

   gone before, and the outcome is not solved but created.

   Life as an evolution is a creation of this kind.

   (64 187)

 

      Stratified stability.

 

      Evolution is commonly presented, even now, as if it

   required nothing but natural selection to explain its

   action...But an organism is an integrated system, and

   that implies that its coordination is easily disturbed.

   We need a geometrical model of stability in living

   processes (and in the structures that carry them out)

   which is not so landlocked against change.  Moreover, the

   model must express the way in which the more complex

   forms of life arise later in time.  This is the model of

   stratified stability.  (64 190)

 

      Energy and selection.

 

      All living systems are sustained by a net inflow of

   energy.  (64 193)

 

      Two special conditions have assisted this mode of

   climbing form simple to complex.  First, of course, there

   is the energy which comes to us from the sun, which

   increases the number of encounters between simple units

   and helps to lift them over the next energy barrier above

   them.  And second, natural selection speeds up the

   establishment of each new stratum of stability in the

   forms of life.  (64 191)

 

      Stable configurations.

 

      The stratification of stability is fundamental in

   living systems, and it explains why evolution has a

   consistent direction in time.  Single mutations are

   errors at random, and have no fixed direction in time, as



 

 

 

 

 

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   we know from experiments.  And natural selection does not

   carry or impose a direction in time either.  But the

   building up of stable configurations does have a

   direction, the more complex stratum built on the next

   lower, which cannot be reversed in general.  (Through

   there can be particular lines of regression, such as

   viruses and other parasites which exploit the more

   complex biological machinery of their hosts.) Here is the

   barb which evolution gives to time:  it does not make it

   go forward, but it prevents it from running backward.

   The back mutations which occur cannot reverse it in

   general, because they do not fit into the level of

   stability which the system has reached:  even though they

   might offer an individual advantage to natural selection,

   they damage the organization of the system as a whole and

   make it unstable.  Because stability is stratified,

   evolution is open, and necessarily creates more and more

   complex forms.  (64 192)

 

      Direction of time.

 

      Time in the large, open time, takes its direction from

   the evolutionary processes which mark and scale it.  So

   it is pointless to ask why evolution has a fixed

   direction in time, and to draw conclusions from the

   speculation.  It is evolution, physical and biological,

   that gives time its direction; and no mystical

   explanation is required where there is nothing to

   explain.  The progression from simple to complex, the

   building of stratified stability, is the necessary

   character of evolution from which time takes its

   direction.  And it is not a forward direction in the

   sense of a thrust toward the future, a headed arrow.

   What evolution doses is to give the arrow of time a barb

   which stops it from running backward; and once it has

   this barb, the chance play of errors will take it forward

   of itself.  (64 195)

 

      Unity.

 

      The administrator and the scientist are basically

   interested in the same question, namely, why people

   behave the way they do...  (165 5)

 

      Practice then writing.

 

      Successful administrative action requires `skills'

   that are derived from, and therefore deeply rooted in,

   systematic research.  (165 9)



 

 

 

 

 

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      Offense vs defense. Once the mission of the body

corporate is forgotten, the positions of the organization

chart remain to direct individuals.  As individuals become

more educated in reasoning, and without the organization

mission reason apparent, doubt as to the why of directed

action results.  When actions, by decision of subordinates,

are judged unsatisfactory, or even contrary, to the 20-20

hindsight mission, the worker actions are called defense

mechanisms.  These defense actions are simply actions of the

 

worker in the organization.

 

      Freud revisited.

 

      Freud was the first to study systematically the

   different kinds of defense mechanisms [actions].  It is

   possible to say that (1) past experience is an important

   factor in determining the choice [of action], and (2)

   anticipation of the punishment [bad-feeling

   actualization] involved may influence the choice.

   (165 37)

      Theory W calls for choices to actions to be reasoned

 

toward good feelings from the work involved.

 

      Freud's remarks on work are scattered very sparsely

   through his writings, and are typically encountered as

   incidental observations.  His evaluation of the

   importance of work in man's psychological economy is

   ambivalent.  (53 111)

 

      Why organizations.

 

      Organizations are formed with a particular objective

   in mind and their structure mirrors these objectives.

   (165 54-5)

 

      Organizations are formed with the intention and design

   of accomplishing goals; and the people who work in

   organizations believe that...most behavior in



 

 

 

 

 

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   organizations is intended rational behavior.  (166 55)

 

      Flexible tasking.

      So how do we organize correctly?  Theory W picks up

Fayol's intended assumption (the Tables) which has

 

apparently lapsed.  So what do we do to begin correction?

 

      Nine times out of ten it is impossible to start with a

   clean sheet.  The organizer has to make the best possible

   use of the human material that is already available.  And

   in 89 out of those 90 per cent of cases he has to adjust

   jobs round to fit the man...  (167 55)

 

      Organization plan.

 

      He [the administrator] should expect to be driven from

   it [the plan] here and there.  But he will be driven from

   it far less and his machine [organization] will work much

   more smoothly if he starts with a plan.  (168 56)

 

      Individual org.

 

      The human personality...is always attempting to

   actualize its unique organization of parts resulting from

   a continuous, emotionally laden, ego-involving process of

   growth.  Provide the `endless challenge' desired by the

   healthy personality.  (165 59)

 

      A plurality of parts busily performing their

   particular objective does not form a organization.  A

   pattern of parts must be formed so that the

   interrelationships among the parts create the

   organization.  If the parts being considered are

   individuals, then they must be motivated...  (165 60)

      But the parts of Theory W are not directly the

individuals, but the work tasks.  The work tasks are then

 

chosen by the workers in support of the organization.

 

      Likert visited.

 

      Several decades ago Taylor (1911) pointed to the fact

   that human variability in performance could be used to

   discover better ways of doing work [growth].  The social



 

 

 

 

 

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   sciences and their capacity to measure human and

   organization variables are making possible the extension

   of this fundamental idea from the organization of work

   itself to the problem of building the most productive and

   satisfying form of human organization for conducting any

   enterprise [strategic organization].  (163 3)

      The organization of work underlies Likert's system

 

(163 237-40):

 

  I.A.Integrated system

    B.Overlapping group structure

    C.Work groups

    D.Leadership

    E.Atmosphere

    F.Personnel

    G.Cooperative working relationships

    H.Measurements facilitate sound decisions based on

   accurate, objective information and thereby permit the

   authority of facts and the law of the situation to

   prevail.  (163 238)

 II.A.Supportive relationships

    B.Information influence

    C.Communication

    D.1.Objectives embraced

      2.(a)Equitably viewed rewards

        (b)Group-building rewards

        (c)Goal-supporting rewards

      3.Individual fulfilled by group success

III.Competent personnel with expectation of -

 

   high productivity; products of high quality; low costs;

   low waste; low turnover and absence; high capacity to

   adapt effectively to change; a high degree of enthusiasm

   and satisfaction on the part of its employees, customers,

   and stockholders; and good relations with unions.

   (163 240)

 IV.  Group Building and Maintenance Roles (163 174-5)

    A.Encouraging

    B.Harmonizing

    C.Compromising

    D.Gate-keeping and expediting

    E.Setting standards or ideals

    F.Observing

 

      Life organization.

 

      Ethics, our ideas of the good life, are founded on

   rules designed to perfect the task of living together...



 

 

 

 

 

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   (169 8)

 

      Frank individualism.

 

      The emergence of principles of administration...with

   reference to the tools it employs or the new facilities

   it is prepared to take into use...[involves]...frank

   individualism...in actual contact with the machines...

   to make them work, have been unable to escape the

   irresistible logic which they impose.  They have been led

   to the methods involving maximum effectiveness...

   (169 9)

 

      This development...is quite irreconcilable with a

   view...which treats questions of organization and

   administration as matters of opinion or attempts to

   arrange the executive aspect...on the basis of

   personalities...  (169 7-8)

 

      The aim which is pursued by all concerned in the

   administration of each group is an objective enlisting

   the interest of the group as a whole, and consistent with

   the interest of all larger groups of which it is a

   part...  (169 8)

 

      Adm equals mgt.

 

      Management - the business term for administration -

   first took shape in a branch of engineering...Scientific

   Management was merely an affirmation that the methods of

   thought, the respect for natural law, which inspired the

   work of chemists and engineers, could and should be

   applied to the human arrangements underlying the use of

   the new and powerful tools they had evolved.  And in the

   art of administration we are as yet barely adolescent.

   (169 10-1)

 

      Urwick revisited.

 

      Imagine that Fayol himself would have inserted

   Investigation.  Certainly to students...the idea of

   research into facts as the basis of all activity is

   fundamental.  And every writer of note is at one on the

   point.  (169 19)

 

      I [Follett] have given four principles of

   organization.  The underpinning of these is information

   based on Research.  (171 17)



 

 

 

 

 

Theory W  page 289                                   Scholar

 

       They develop a science for each element of a man's

   work which replaces the old rule of thumb method.

   (172 18)

 

      Both sides must recognize as essential the

   substitution of exact scientific investigation and

   knowledge for the old individual judgement or opinion.

   (173 18)

      Thus Urwick presents his interpretation of

 

administration principles -

 

      Investigation      [as facts]

      Forecasting

         - appropriate

         - organization

         - co-ordination [as structure]

      Planning

         - order

         - command

         - control       [as structure vs actual]

 

      Complexity.

 

      The management tasks involved in efficiently and

   effectively utilizing $60 billion to $70 billion

   annually...are enormously complex.  (170 vii)

      Thus enter strategic planning, but the direction was

 

in error.

 

      Strategic planning.

 

      In strategic planning - deciding what should be done -

   the manager must select, from the myriad of available

   alternatives in each decision situation, one that will be

   good for his organization.  (170 vii)

 

      The modern analytical approach to the strategic

   planning aspect of management is most often termed

   systems analysis.  In the execution process...project

   management (systems management, program management,

   product management...).  (170 viii)

 

      Administrative skill cannot be bought.  It has to be

   paid for...in hard study and harder thinking, mastery of

   intellectual principles reinforced by genuine reflection



 

 

 

 

 

Theory W  page 290                                   Scholar

 

   on actual problems, for which the individual has real

   responsibility.  All books can do is to help towards a

   first understanding of some of the principles.  (169 15)

      Note that time, specifically whole hours, has been

ignored.  Work takes time, including hard thinking which

also takes time.  Theory W funnels whole hours into the

 

effectiveness wanted by the organization.

      Thus this dissertation concludes the general

literature search for ideas associated with the names of

scholars.  Those ideas define the wisdom about the

dissertation topic proposed in appendix A, delimiting to OD,

 

not other approaches (114 392).

 

      OF vs OD.

 

      Organization Functionality (OF) can be seen as this

dissertation's OD (Organization Development) scheme,

contrasted with the Exxon and U.S.Postal OIP soft

approaches, and the U.S.Army's OEP project approach.

 

      In the light of the earlier association of OD with

   behavioral or soft approaches, organizations such as

   Exxon and the U.S.Postal Service refer to their

   system-wide efforts as the Organizational Improvement

   Process (OIP), and that the U.S.Army refers to its

   efforts as the Organization Effectiveness Program (OEP).

   (114 247-8)

 

      Attention now turns to the hard specifics of OF.

 

Matrix 

 

      Evidence of the effectiveness of matrix structures is

   on the whole rather hard to find.  (147 110)

 

      Yet matrix organization has widespread applications -



 

 

 

 

 

Theory W  page 291                                   Scholar

 

       Applications to research and development,

   manufacturing, construction, distribution, transport,

   communications, broadcasting, insurance, banking, higher

   education, local government, health service, and the

   military.  (147 17-21,82-90)

      Thus any serious contribution to organization

knowledge must be, at least, equally universal.  And proven

 

to be so via hard evidence.

 

      Matrix purpose?

      Obviously projects are the purpose of the matrix

structure.  Yet matrix literature demands a total sense of

 

organization purpose.

 

      The top man's job becomes less about making business

   decisions, and more about making decisions about how

   decisions should be made.  There has to be a well

   developed sense of purpose and direction in the matrix as

   a whole...  (148 54-5)

 

      Increased complexity.

 

      The people who work within a matrix are subjected to a

   considerable increase in uncertainty and ambiguity

   because they have to hold multiple jobs and multiple

   responsibilities compared with a more traditional

   organization.  There is a quest for simplicity.  There is

   a quest for identity.  (148 54)

 

      Organization misdefined.

 

      Organization structures are arrangements for getting

   work done by groups of people.  (147 112)

 

      To the contrary, only individuals do work.

 

      Work structure.

 

      Criteria of structural effectiveness...[1] straight

   efficiency or level of resource utilization...[2]

   establishment of better control over the resource

   utilization...[3] separating accountability for this from

   the parallel accountability for achieving project



 

 

 

 

 

Theory W  page 292                                   Scholar

 

   objectives...[4] co-ordinating the separate contributions

   of diverse specialists to the achievement of common

   goals...[5] adaption to a changing environment...

   (147 113)

      Productive synergism. Synergism of organizations has

been described by the mathmatical models of 1+1=3 or 2+2=5.

These measures of synergism can be reconciled with the above

model of productivity - 3:2=150% and 5:4=125% as

measurements of productivity.  The 1+1=3 scenario being 25

points more productive than the 2+2=5 scenario.  Now on to

the particulars of organization output and organization

input as the elements of organization productivity.

      The analysis of productivity can be reduced to the

analysis of a mathmatical model.  The model presents

productivity as the simple ratio of output compared to

input.  Applying the concept of productivity to the

organization results in the concept of synergism.

      Org output/input. Every organization has output - a

product, inclusive of services.  For examples, General

Motors has automobiles as its product, and an individual as

an organization has good feelings as its outcome.  General

Motors has parts, services, and labor as inputs to its

organization, and the individual inputs time into its

organization.  Thus if productivity has the definition of

output divided by input, all organization can measure their

overall productivity.



 

 

 

 

 

Theory W  page 293                                   Scholar

      DeZurik, in the 1970s, stressed the ratio of sales

dollars per employee to measure organization productivity.

For time series analysis, sales dollar inflation would

require accounting analysis.  And the number of employees

would require adjustment to full-time employees.  The

calculation of the number of full-time employees usually

involves the number of payroll hours and a standard

full-time workweek, usually 40 hours per week.  Thus an

apparently simple overall productivity ratio requires

considerable accounting effort.

      Individual productivity usually brings to mind

government statistical measurement - however inadequate for

use in a specific organization.  Thus when dealing with a

specific organization there usually exists the input of

direct labor or the input of indirect labor of services as

observed in the General Motors and DeZurik examples above.

Hours of time can also apply to the individual as an

organization - using 168 hours per week as the input of

maximum validity.

      The individual organization however, poses a definite

measurement difficulty.  As stated in scientific psychology,

the individual self has good feelings as output.  Actions

composed of time-on-task give rise to the good feelings.

And although all 168 hours per week supports the good

feeling associated with Maslow's actualization and



 

 

 

 

 

Theory W  page 294                                   Scholar

Alderfer's growth, a certain number of hours can be

identified as directly supporting good feelings.  For

example, good feelings are not directly supported by sleep

time.  Rather, sleep time acts as an input for other work

 

which in turn produces good feelings.43

      Another way to measure individual productivity would

be to identify a psychological construct, provide a

standardized test, establish a standardized norm at 100%,

and thus measure individual productivity.  This way would

hardly be universally practical.  To the contrary, whole

hours are universally understood - but not tracked and

analyzed.

      Thus the measurement of matrix organized activities

and the measurement of individual productivity falls back to

the measurement of whole hours.

      Current educational output provides the tools to

measure the whole hours of the individual organization.

However, too few professors of science and art - liberal or

otherwise - practice the measurement of readily available

time-on-task whole hours, for themselves or their students.

Thus there remains difficulty in measuring the efficiency of

 

____________________

 

      43 In the case of the author's self-study, sleep

time and non-growth relatedness time were at one time not

counted as being directly productive for the individual

organization.



 

 

 

 

 

Theory W  page 295                                   Scholar

the matrix organization.

 

      Efficiency.

 

      Efficiency is a narrower concept than overall

   effectiveness.  It refers specifically to the ratio of

   outputs to inputs which is the economist's definition of

   efficiency.  Control is...the ability to set objectives,

   the ability to monitor their achievement, and the ability

   to take corrective action where necessary.  The ability

   to hold people accountable for a defined task areas and

   the achievement of specified goals is not just a way of

   keeping them in line, but constitutes a powerful means of

   motivating them to exercise discretion [choice]

   constructively and creatively.  All organizations get

   work done by some form of division of labor, [thus] they

   have to have means of integrating the efforts of groups

   and individuals towards composite goals.  Respond

   adaptively to new and changing demands, from clients,

   providers of finance, employees and the labor market they

   come from, the community and society at large.  As well

   as being a machine for performing work, an organization

   is a social system.  This means that it must be able to

   satisfy its members' needs sufficiently to enlist their

   commitment to the organization, and it must structure

   roles and relationships so as to facilitate co-operation

   and minimize harmful conflict between members.

   (147 114-5)

 

      Work accountability.

 

      The traditional organization chart, with its set of

   positions joined by lines, carries clear implications

   about authority and accountability relationships which

   are well understood by the people involved.  They

   realize, of course, that life is not as simple as the

   chart makes out, but that does not invalidate it; the

   chart is the skeleton of accountability which is given

   flesh by a host of subsidiary relationships.  The job

   descriptions which often supplement such a chart tend to

   be much more peripheral to the work being done; they are

   needed for administrative purposes like selection,

   training, or job evaluation, but it is unusual for them

   to be closely studied by the job holders themselves,

   except when they are feeling defensive or bloodly minded.

   (147 172)

 

      Work tasks.



 

 

 

 

 

Theory W  page 296                                   Scholar

 

       Systematic ways of monitoring and controlling

   performance are an essential part of the management

   process.  Indeed for matrix organizations the need may be

   all the greater.  Yet, on so many occasions, the

   seemingly obvious need for appropriate information

   systems is not given the emphasis that it deserves, and

   the matrix structures are left to exist along-side

   information and control systems oriented towards a

   previous functional management structure.  (149 195)

 

      Weekly formality.

 

      Most of us operate very happily as members of a series

   of different groups - family, club, working group,

   neighborhood, and so forth.  We switch with great ease

   from one role to another.  Perhaps we have simply learnt

   to cope better with the long-established boundary roles,

   such as salesman, foreman, or specialist advisers, than

   with the newer ones created by matrix organizations.

   Psychological research suggests that behavior under

   conditions of threat and crisis is very much more limited

   and stereotyped than in a supportive and secure

   environment.  The same people who are capable of

   risk-taking and versatility in a relaxed and stimulation

   environment may become rigid and unco-operative in an

   atmosphere of restriction and fault-finding.  (147 215)

 

OF over matrix 

      Theory W proposes to provide the environment of

functional task knowledge so that the organization may

better attain chosen goals.

 

      Proposition.

 

      n.1.a proposing, 2.a proposal; a plan, 3.a setting

   forth; an offering, 4.a project; a business undertaking,

   5.a person, problem, undertaking...to be dealt with, 6.in

   logic, an expression in which the predicate affirms or

   denies something about the subject, 7.in mathmatics, a

   theorem to be demonstrated or a problem to be solved,

   8.in rhetoric, a subject to be discussed or a statement

   to be upheld.  J.L.McKechnie (1983) Webster's new

   universal unabridged dictionary.  New York: Simon &

   Schuster.

      Use of the word better addresses both the quality and



 

 

 

 

 

Theory W  page 297                                   Scholar

quantity of life.  Theory W seeks to improve measurable

productivity by unformalizing the formal functional

organization - computerizing the functions of strategy and

tactics.

      Functions are work tasks in the form of action,

specifically a set consisting of a verb, a descriptor, and a

noun.

      Theory W grows from English composition reporter

questions, but more basic is the child's question of why -

THE strategy question.  Then follows the tactical question

of way.  Many other w words provoke the functional

representation of an organization separate from the formal

and informal.

      The functional structure of the Theory W organization

is a precedence network database - each functional work task

being a verb-descriptor-noun.

      To functionalize is to organize into units performing

specialized tasks.  Work units are individuals.

Specialization provides domain.  Performance demands

evaluation via personal control.

      Thesaurus (55) words for improve - train, perfect, get

better, better, recuperate, recover, and to improve one's

mind.  Thesaurus words for develop - mature, generate,

 

enlarge, grow, evolve, display, disclose, train, expatiate.



 

 

 

 

                                               Theory W  298 

 

Chapter 4 - Organization structures 

 

      Formal organization

      Formal-functional

      Matrix organization

      Other organization forms

      The unit of organization

     Review.  Chapters 2-3 provided an academic framework

to overlay the industrial entrance to the historical

practice of organization theory laid out in Chapter 1.  The

resulting hierarchical layout of organization theories were

summarized in phases.  The last summary, namely phase eight,

was in chapter 2 as table 28 on page 221.  Formal and matrix

theories appear in that table, but because of importance,

those two theories are taken up in this separate chapter.

Thus narrowing the focus for Theory W.

      Summary.  Here we explore the history of the

hierarchical formal organization chart and the matrix

organization chart.  The graphical illustration dominates

that history.  We further review the matrix organization

(MO) solution for the formal authority (dysFA) versus

functional authority (FA) struggle, both for the individual

and for larger organizations.

      Next.  Focus the functional database (Theory W)

universal approach to organization.

 

Organization defined. 

 

      Organization is the arrangement of people in patterns

   of working relationships so that their energies may be



 

 

 

 

 

Theory W page 299                                 Structures

 

   related more effectively to the large job.  (114 27)

      To understand organization requires description.  And

to understand requires mental transcendence - better known

as conceptualization.  Thus the conceptual structures of

organization are studied.

      The ability to mentally transcend differs from

scholarship and science.  The attributes of scholarship

are....Scientific method consists of....Transcendence, being

different, uses theory, association, and differentiation to

build a view of the world - where any view of the world

being wisdom.  Thus any person can possess wisdom.  Then

depending upon scholarly reference, that wisdom can expand

the boundaries of personal and world knowledge.  Thus we are

curious, we study, we choose, and we act.  In Hegel's terms,

we synthesize....

      From Maslow and Alderfer we know about our relatedness

need.  Assuming that our existance needs are filled, our

relatedness needs are fulfilled by using organization.  Thus

we live out our lives in organizations - in our own

individual organization and in organizations with others,

 

that is, in multi-individual organizations.

 

Formal organization 

 

      The triangle structure.

 

      The military, the church, and the monarchy are all

   institutions that believe in and maintain pyramid-like

   structures whose plumb line is the unity of command.



 

 

 

 

 

Theory W page 300                                 Structures

 

   Business...adopted the unitary belief: thou shalt have

   but one boss above thee.  (151 4)

      Thus we have authority of position - boss position one

(BP1), boss position two (BP2), etc.  Figure 10 displays the

triangle structure in chart form.  First a word about the

phenomenon of the organization chart.

      Organization charts.

      Any organization chart represents a phenomenal

construction, based on certain meaning attributions,

presumably related to the dynamics of the organization.  On

this basis, as many a practical consultant expresses

awareness, the organization charts as published and

officially specified, provide - within the bounds of the

observer's conceptual frame - significant insights into that

organization's processes, going beyond a simple structural

analysis.

 

      Perhaps of still greater interest are phenomenological

   projections of organization charts.  Variously used by OD

   specialists, small-group trainers, and others concerned

   with the elucidation of meaning in formal systems, this

   procedure partakes of the following general

   characteristics:

      (1) The observer is asked to reflect on the nature of

   a specified organization of which he is a member.  (The

   OD specialist, trainer, etc., serves as the

   phenomenologist, in the context of a mutual exploration

   of the organization's significance.) The observer is

   asked to consider a subjective organization chart

   [functional in nature].

      (2) The phenomenologist may, on the assumption that

   some conceptual meanings are shared, further ask the

   observer to focus on (a) the form, shape, or structure of

   the organization; or (b) simply on the organization as a

   whole, with no parameters specified.



 

 

 

 

 

Theory W page 301                                 Structures

 

      (3) The observer then proceeds, in accordance with the

   phenomenologist's inquiry, to draw a picture of the

   organization chart as it is conceived by the

   observer....(108 44)

      The phenomenologist, by individual interaction with

   the observer [going from the narrative provided blocking

   characteristics] or by group process including two or

   more observers, elicits from the observer(s) an

   exploration of the various meanings attributed to the

   organization, as a unit and in its internal

   differentiations.  At this stage, the relationship-trust

   dimension linking phenomenologist and observer is

   crucial.  In an extension of the conventional "rapport"

   notion, deeper and committed trust is of heightened

   importance if the examination of the chart(s) provided is

   to extend beyond the typical rhetoric concerning

   organization structure.  (108 63-4)

 

Figure 10 - Formal organization chart 

____________________________________________________________

 

                            BP1

                             |

                       -------------

                       |     |     |

                      BP2   BP3   BP4

                       |     |      |

                  ------  -------   -----

                  |    |  |  |  |   |   |

                 BP5  BP6 1 BP7 2  BP8  BP9

                  |    |    |      |     |

               -----  ---  --- -------- -----

               3 4 5  6 7  8 9 10 11 12 13 14

____________________________________________________________

Note: BPs stand for nine boss positions and 14 others are

non-bosses.

Matrix organization 

      Note in Figure 11 that the matrix builds from the

formal.



 

 

 

 

 

Theory W page 302                                Structures

 

Figure 11 - Matrix managerial positions 

____________________________________________________________

____________________________________________________________

Note: (144 19) Fig.2-5 titled - Managerial positions in a

typical matrix.

      The pure formal. The formal chart for Figure 11

includes seven managers.  And note that the span of control

theory remains in effect in Figure 12.

 

Figure 12 - Pure formal base of Figure 10 

____________________________________________________________

 

                            GM1

                             |

                 -------------------------

                 |   |   |   |   |   |   |

                PM1 PM2 PM3 FM4 FM5 FM6 FM7

____________________________________________________________

 

      Does this mean that the project managers (PMs) are not

functional?  In answering, one can find that there exists a



 

 

 

 

 

Theory W page 303                                 Structures

formal position functional and a project task functional -

the functions of an organization support both formal

positions and project tasks.  Remember that two theories are

respectively represented by the foregoing - position

authority and aim authority.

      Theory W attempts to provide organization for aim

authority.  The two authorities must be reconciled.  If not

 

reconciled, the formal will never suffice.

 

      Formal chart was never real.

 

      Experienced executives often point out that people

   have always had to satisfy others beside their formal

   boss; that communication lines in traditional

   organizations did not merely follow the black lines on

   the organization chart; and that work direction did not

   only follow the chain of command.  (150 vii)

      Why then does this traditional formal organization

exist?

      Formal chart justification. Traditional organization

 

provides -

 

      (1) model identification for workers,

      (2) centralized resources, and

      (3) a well defined career path (79 656).

Why then the search for new organization theory?

      Technology pressure. With the advent of numerous

 

projects for change justified by whatever justification -

 

      (1) the competition for and allocation of resources

   became complex,

      (2) formal functional department goals took precedence

   over project goals, and

      (3) the top levels had difficulty structuring project

   work within a formal non-project functional organization



 

 

 

 

 

Theory W page 304                                 Structures

 

   (79 656).

      The answer was to formalize aim authority right on the

formal chart.  The first major praxis was a

formal-functional chart.  The second major praxis was a

matrix chart which attempts to integrate aim authority with

the formal-functional structure.

      Formal-functional history. One of the early

industrial examples of the formal functional chart appears

 

in Figure 13.



 

 

 

 

 

Theory W page 305                                 Structures

 

 Figure 13 - Requisite abilities importance

____________________________________________________________

____________________________________________________________

Note: (164 12) Table V titled - Relative importance of

requisite abilities.

 

      Line and staff organization structure.

 

      There is a tendency for their number [subordinates] to

   exceed his span of "control."  If he groups "functions"

   the same difficulty of cross-correlation occurs at lower



 

 

 

 

 

Theory W page 306                                Structures

 

   levels of the organization.  The dilemma is a real one.

   In a large organization the complex of different

   principles which demand consideration in the structure of

   authority and responsibility may be most serious.  The

   solution so far adopted in practice is know as the "Line

   and Staff" system of organization.  It is admittedly a

   compromise.  Precise statement of what is meant by the

   term is lacking.  A form of organization may be described

   with reference to the functions allotted to the various

   positions or with reference to the relations between

   different positions.  (188 57)

      Machine orientation. Budding machinery high

technology enamored some industry and education

administrators at the expense of the worker's want of the

Hawthorne effect which represented people high technology.

      Note the machine references in early organization

charts - blast furnaces, steel works, rolling mills, and

maintenance in Figure 13 above.  Also note in Figure 13,

that the people-ability tasks appear for the last time in

the literature.  Universal interest in timed tasks

apparently had waned while interest in machine functions

solidified as the formal-functional organization chart.

      Whenever machines weigh more in organization Theory We

have a machine bureaucracy technology as in Table 37.  In

contrast, usually the quality circle technology performs

 

more effectively.  See previous material.



 

 

 

 

 

Theory W page 307                                 Structures

 

Table 37 - The machine bureaucracy structure 

____________________________________________________________

 

Bureaucracy

Levels        Remarks

___________   _____________________________________

 

Assumptions   Workers naturally dislike work

              Motivation by treats and money

              Systems must be made idiot-proof

Norms         Subordinates work and are not heard

              Only the experts know

Procedures    Repetitive actions are the work tasks

              One person, one job

              One person supervises many

              Decisions made by authorities

              Obedience is rewarded

____________________________________________________________

Note: (88 719).

      Pure functional spirit. Note that the above does not

use the word function for the position "boxes" of the formal

chart.  The position boxes are chief, head, cashier, etc.

Some scholars in the early 1900s recognized that functions

were not the positions.  Rather, the functions were the

abilities or tasks that the position holders performed.  The

pure function detail of each organization individual shows

in Figure 14.  Note well that this organization theory also

 

applied to the one-man enterprise.

 

 

 

 

 

 

Theory W page 308                                 Structures

 

Figure 14 - Functions each & all 

____________________________________________________________

____________________________________________________________

Note: (164 12) Tables III and IV titled Relative Importance

of Requisite Abilities of Personnel. 



 

 

 

 

 

Theory W page 309                                 Structures

      The above pure-functional spirit seems to have never

been able to make the transition from Fayol's French

publication.  Instead the matrix theory became popular.

 

      The matrix form.

 

      It is the first truely new approach to the

   organization of divisions, groups and entire companies

   since the product division was introduced in the early

   1920's.  If so, it comes at a good time, for many

   companies are having difficulties adapting their

   existing, traditional organizational approaches to the

   new, more complex business environment.  It may even

   work, although it is still far to early to judge.

   (150 1)

      Figure 20 in the Other Organization Forms section

shows a product division structure, but first a historical

 

perspective.



 

 

 

 

 

Theory W page 310                                 Structures

 

Figure 15 - 1936 matrix chart 

____________________________________________________________

____________________________________________________________

Source: (191 17 in 182) titled Purpose and Process in

Organization with vertical purpose and horizontal process.

First matrix 

      The above figure can be seen a hard evidence of early

matrix thinking.  The following can be seen as a less

 

scholarly approach.



 

 

 

 

 

Theory W page 311                                 Structures

 

      The first matrix project management organization came

   about when the owner of a small construction company sent

   a project manager off with a contract and a bankroll to

   complete a job [series of tasks].  As an afterthought, he

   sent along a cost-control clerk more loyal to the owner

   than to the project manager.  This was also the first

   matrix management problem.  Formal matrix management, as

   applied to a project, is a system whereby any given

   individual or discipline group within a project

   organization is responsible both to the project

   organization to complete the project within given project

   restraints (time, cost, quality, etc.), and also to a

   functional discipline-control [standards] group or

   individual for the manner in which the functional

   discipline is performed.  The process is to staff the

   project with the talent necessary to complete the job,

   make sure that everyone understands the objective of the

   project, and furnish necessary tools, materials, and

   other resources (normally data and logistic support) to

   accomplish this objective.  (82 72-3)

      1980s matrix.

      A time-line-sign of the emerging matrix organization

(Library of Congress Subject Heading) appears between 1981

and 1984 - specially, "a kaleidoscope of organizational

systems" from the December 1981 Management Review was

adapted to "a kaleidoscope of matrix management

systems.(85 3)" Thus there is nothing necessarily

revolutionary about the matrix structure - just a growing

specific topic of literature.

 

      1990s matrix.

 

      1990s is informal project mgt with simple tasks in the

   sense of definite boundaries, outputs, and inputs.  The

   more dynamic operational environment will have somewhat

   tighter task performance set.  (81 308)

 

      Disadvantage.



 

 

 

 

 

Theory W page 312                                 Structures

 

       Matrix structures can become highly complex, both on

   paper and in practice.  Most managers who were

   interviewed, including those who enjoyed working in

   matrix structures, counseled the use of matrix approaches

   only in certain circumstances and then suggested keeping

   the matrix design as simple as possible.  (150 vi)

      Can another organization theory be developed?  And

how?  The next chapters present a proposal.  Until then,

several items are taken up.  First, a review of other

organization structures.

 

Other structures 

 

Figure 16 - Mature matrix 

____________________________________________________________

____________________________________________________________

Note: (151 44) titled Phase IV: Mature Matrix.

      The above means that the authority of the

formal-function and project-function have been balanced.

Both functionaries then focus on the non-bosses as shown in

Figures 17 and 18.  Note how Figure 18 emphasizes the need

for discipline supervisors.  Also note that nebulous dotted

 

line indicating an important yet intermittent relationship.



 

 

 

 

 

Theory W page 313                                 Structures

 

Figure 17 - Matrix formal bosses 

____________________________________________________________

 

                            GM1

                             |

                 -------------------------

                 |   |   |   |   |   |   |

                PM1 PM2 PM3 FM4 FM5 FM6 FM7

                      \  |   /

                       \ |  /

                        \| /

                         14

____________________________________________________________

Note: Building from Figure 12, GM is general manager, PM is

project manager, FM is functional manager in the formal

structure, and 14 is a non-boss.

 

Figure 18 - Matrix many bosses 

____________________________________________________________

____________________________________________________________

Note: (86 59) titled Basic Matrix Structure.

      Simply because individuals like to be their own bosses

and be responsible for performance and quality, multi-formal

boss theory just doesn't provide the ultimate synergistic

 

efficiency or effectiveness - thus Figure 19.



 

 

 

 

 

Theory W page 314                                 Structures

 

Figure 19 - Beyond matrix 

____________________________________________________________

____________________________________________________________

Note: (151 45) called Phase V :Beyond the Matrix.

 

Figure 20 - Product structure 

____________________________________________________________

____________________________________________________________

Note: (129 12) titled Functional Organization Structure.

      Theory W proceeds to provide practical specifics to

move beyond the difficulties of the matrix structure.

Toward that end several other organization forms are

observed.

      Figure 20 displays an example of a product

 

organization structure.



 

 

 

 

 

Theory W page 315                                 Structures

 

Figure 21 - Informal projects 

____________________________________________________________

____________________________________________________________

Note: (81 308) titled Matrix Implementation Scheme.

      Matrix history - 1960s, 1970s, 1980s. Figure 21

attempts to relate several key organization factors.  One

might oppose a lesser need for understanding individual

behavior, or that tasks are becoming simpler.

      Yet, consider the history of matrix.  Project

management tools of the 1960s are there to be integrated

with a total organization theory.  Tasks for individual

responsibility and quality are there to be simply stated for

simple accountability.  The tasks however, are for sure,



 

 

 

 

 

Theory W page 316                                 Structures

becoming more complex for the purpose of achieving

synergism, which tends to center at individual initiative.

Thus work tasks can become both simple and complex at the

same time.

 

Figure 22 - Operational islands 

____________________________________________________________

____________________________________________________________

Note: (81 315) titled Why Are Systems Necessary?

      Theory W, like the matrix, builds on those

aforementioned project management tools from the realm of

management science.  But before we go on, I desire to pin

down the basic productive unit of the organization.

      Solomon's temple in Chapter 1 had hewers,

transporters, setters, designers, and administrators.

Figure 10 displayed bosses.  Figure 12 displayed general,

project, and functional managers.  Figure 17 exemplified

non-boss number 14.  All of these examples involve workers -

all individuals are workers - all have tasks to perform.

The individual worker asks, "What work tasks do I contribute



 

 

 

 

Theory W page 317                                 Structures

 

relative to all other work tasks?"

 

      1960s projects.

 

      Project management emerged in an unobtrusive manner

   starting in the early 1960s.  No one can claim to have

   invented project management...  (85 3)

      Needs and wants continue to drive the development of

what is now the Library of Congress Subject Heading of

matrix organization.  Many unique organizations have and

 

continue to exist.

 

      These systems appear to have one overriding

   characteristic - a departure from the classical model of

   management in favor of a multidimensional system of

   sharing decisions, results, and rewards in an

   organizational culture characterized by multiple

   authority-responsibility-accountability relationships.

   (85 3)

 

      Then in 1961, the Harvard Business Review, pronounced

 

      the obsolescence of the line-staff concept and

   heralded a growing trend toward functional-teamwork

   approaches to organization.  Also in 1961, IBM

   established systems managers with overall responsibility

   for various computer models across functional division

   lines.  (85 3)

 

      1970s project management made sense.

 

      The 1970s brought with them a variety of matrix

   structures.  The most common structure was the formalized

   matrix structure as used in project-driven

   organizations....  Most non-project-driven (and some

   project-driven) organizations accepted fragmented project

   management...  (81 312-3)

      Theory W considers the individual worker to be the

unit of organization.  The work tasks under each individual

are the unit of control.  Control comes through the



 

 

 

 

 

Theory W page 318                                 Structures

individual worker.  Many times, individual workers become

operational islands, not supportive of the organization"s

aim.  Thus a formal system of aim authority should be

documented.  Figure 21 pointed to some type of informal

project management.  Figure 22 points to a general need to

provide a system to pull together any operational islands.

Better yet, an organization plan can perform best if the

formal and functional gaps are not permitted in the first

place.  Project management within management science provide

 

a beginning.

 

Figure 23 - Projects work flow 

____________________________________________________________

____________________________________________________________

Note: (86 60) titled Matrix Organization.

      One variation of matrix attempts to have the work

tasks flow from the circled resource centers into the

purposeful projects - a beginning.

 

      Work task flow as primary.



 

 

 

 

 

Theory W page 319                                 Structures

 

Figure 24 - People interfaces 

____________________________________________________________

 

____________________________________________________________

Note: (87 336) titled Matrix Organization People Interfaces.

      Clarifying the current aim. Illustration (86 60)

reverses the traditional line-staff concept - the

traditional manufacturing function becomes the support for

the traditional staff-project manufacturing.  The reason

being a greater emphasis on effectively implementing the

current purpose of the organization.  The traditional

service activity of the functional resources are now shown

differently.  Theory W takes a more radical approach - that

of showing the activity organization separate from the

traditional formal structure and beyond the matrix

 

structure.

 

      Service to aim wins over dictating.



 

 

 

 

 

Theory W page 320                                 Structures

 

      As the matrix matures...functional managers usually

   adapt to...serve as well as dictate, a task some find

   difficult.  (144 21)

      Unchartable interfaces.

Reference span of control mathmatics in prior material.  To

promote a set number of people interfaces, as in Figure 24,

does not recognize the synergistic complexity of the

 

individual worker.

 

Figure 25 - Work flow hierarchy 

____________________________________________________________

____________________________________________________________

Note: (122 223) titled Planning System Under Functional

Organization.



 

 

 

 

 

Theory W page 321                                 Structures

 

      Conflict resolution.

 

Table 38 - Conflict resolution modes 

____________________________________________________________

 

Theory W  Resolution

Levels    Levels             Remarks

____________________________________________________________

 

Mission   Superordinate goal Goal congruence

          Confrontation      The win-win solution (140 603-4)

Objective Compromise

          Problem solving

          Forcing            Personnel non-fit?

Action    Smoothing

          Withdrawal         Inaction

____________________________________________________________

Note: (139 179).

 

Table 39 - Herzberg's two-factor theory 

____________________________________________________________

 

Theory W   Herzberg             Herzberg

Motivators Motivators           Hygiene items

____________________________________________________________

 

Mission    Individual potential

           Work content nature  Personal relationships

           Advancement          Technical supervision

Objective  Responsibility       Policies and procedures

           Recognition          Status

Action     Achievement          Job security

                                Salary

                                Working conditions

____________________________________________________________

Source: (142 293)

 

      Organization development.

 

      Organizational development [OD] had its origin back in

   the late 1940s, when the first T-groups (training groups)

   and group dynamics processes appeared on the business

   scene.  (141 507)

      OD interventions...include such disparate methods as

   sensitivity training, sensing sessions, team-building

   sessions, conflict resolutions meetings, management skill



 

 

 

 

 

Theory W page 322                                 Structures

 

   training, communication workshops, situational leadership

   training, and internal management consulting programs

   aimed at improving and increasing the effectiveness of

   the organization's response to internal and external

   challenges and pressures.  (141 508)

      As a very important distinction, Theory W sees the

task as it concerns the individual.  The Theory W task, in

human worker organization, cannot be an issue of the task

force.  Reference previous quality circle information.

 

Matrix summary. 

 

      We define matrix as any organization that employs a

   multiple command system - that includes not only a

   multiple command structure but also related support

   mechanisms and an associated organizational culture and

   behavior pattern.  (151 3)

      As seen in further material, Theory W calls for a

separation of the multiple command system so as to emphasize

the work flow which supports the mission or aim of the

organization through the individual worker.  Figure 25

addresses that hierarchical view.

      Theory W, in turn, provides a computerized database

hierarchical chart of strategy which can provide authority

of aim and purpose for the organization.  Figure 26 provides

a preview of the database structure, illuminating both a

simplifying yet complexity-encompassing organization

 

structure.



 

 

 

 

 

Theory W page 323                                 Structures

 

Figure 26 - Functional database structure 

____________________________________________________________

 

                            /\

                           /  \

                          /    \

 why                     / aim  \

                        /        \

                       /          \

                      /   goals    \                   when

                     /              \

                    /                \

                   /    objectives    \

                  /   actualizations   \

                 /      work tasks      \

                / responsible individuals\

               /                          \

 way          /        what   where        \           who

             /                              \

____________________________________________________________

Source: Future materials in this dissertation.

 

      Results orientation.

 

      The matrix element in an organization...is primarily

   objective- or results-oriented, in contrast to the

   traditional functional elements.  (80 243)

      Aspects of improved effectiveness...

   [1]     enhanced technical excellence,

   [2]     expanded opportunities for exploitation,

   [3]     accessibility of key talent,

   [and 4] focused program leadership.  These are not minor

           advantages in the competitive world of high-

           technology...  (135 219)

 

      Short and long impact.

 

      In the short term, the matrix provides for flexible

   use of key technical resources, both people and

   facilities.  (Functional "feudalities" don't have to be

   reorganized to move the talent from program to program to

   meet fluctuating demands.) For the long term, the matrix

   expands the avenues for business benefit from broadly

   applicable strategic investment.  (A pattern of shared

   resources and shared responsibilities obviates the

   traditional technology transfer issue altogether.)



 

 

 

 

 

Theory W page 325                                 Structures

 

   (135 211)

 

      Typical organization evolution.

 

      Most organizations begin as a normal, functional

   hierarchy characterized by the straight-line chain of

   command, the one-man, one-boss concept, and the division

   of responsibility and formal authority...  (83 13)

      However, special requirements arise that are not

   encompassed within one or more of the functions.  (83 14)

      As change becomes more pervasive - that is, as the

   environment becomes more turbulent - organizations find

   themselves sponsoring more and more projects.  (83 15)

      Once top management has recognized the importance of

   the project work and has convinced their subordinate

   functional and project managers of the situation, the

   essence of the matrix has been achieved.  (83 18)

      Key words used to describe matrix roles include

   communication, flexibility, collaboration, negotiation,

   and trust.  (83 18)

 

      Matrix installation time.

 

      Typically, a year or more was spent defining the [role

   specification] responsibilities and relationships of the

   managers in the matrix.  These had to be defined,

   situation by situation, responsibility by responsibility.

   "Only when we get down to step-by-step definitions do we

   get agreement," explains a manufacturing company

   executive.  (150 40)

The unit of organization 

      People focus.

     "The most critical resource in [all] matrix

organizations is manpower.  (41 539)" To restate further -

only the responsible individual accomplishes the work

element in support of the organization mission.  All

machine/physical centers must be assigned individual

responsibility for exercise of the control concept.  Theory

W provides generic task information without complex



 

 

 

 

 

Theory W page 325                                 Structures

distinction as shown in (41 542).  The role grid (41 543)

does not lead to optimum control.  Theory W offers a more

straight-forward approach.

      The reason is for directness of performance evaluation

and responsibility assignment - even though that

responsibility is dynamic.  Theory W reconciles one-boss

 

with dynamic responsibility.

 

       The matrix [has] a life cycle, with definite phases:

   from Phase I, the traditional pyramid, with its unity of

   command, and the three conditions which can make the

   pyramid inadequate; to Phase II, a temporary overlay of

   coordinating mechanisms such as project teams; to Phase

   III, a permanent overlay of the secondary dimension; to

   Phase IV, a mature matrix that balanced the two

   organizing dimensions equally.  While most organizations

   will stabilize at Phase IV, for others there also is or

   will be Phase V.  (151 223)

 

       That Phase V can be seen as Theory W.

 

      [Matrix] variations are many, and the twists peculiar

   to given organizations are surely more commonplace than

   the theoretical "balanced matrix" that academically

   spreads its branches evenly throughout the organization.

   (78 406)

      Multiple divisions.

      Williamson (1970) gave a more detailed treatment of

the characteristics and advantages of the multiple-

divisions (M-form) organization structure, which can be

 

summarized as follows:

 

      (a) operating decisions are handled by independent

   divisions [job holders];

      (b) the elite staff attached to the general office

   assist in the control of divisions by providing advisory

   and auditing functions [the "normal" chain of formal

   organization chart command];



 

 

 

 

 

Theory W page 326                                 Structures

 

      (c) the general office undertakes strategic decisions

   [the why in the mission statement];

      (d) the general office is concerned with overall

   performance [objectives attainment] rather than the

   performance of specific divisions [job holders]; and

      (e) the M-form is characterized by rationality and

   synergy....

      It may seem that characteristic (a), the independence

   of divisions [job holders], is not advantageous, but

   Williamson argues that it cuts off weak interactions and

   encourages rich (and hence synergistic) interactions.

   (115 197-8)

 

      Functional redefined.

 

      The matrix element in an organization...is primarily

   objective- or results-oriented, in contrast to the

   traditional functional elements.  (80 243)

      To fully explore the difference between...two

   organizational orientations, the extreme activity

   oriented view will be contrasted with the extreme results

   oriented view.  In reality and in application, these two

   concepts must be integrated.  (80 243-4)

      Theory W not only integrates the two organization

structures, but academically questions the need for the

formal functional traditional structure.  The functional

activities produce the results.  Thus Theory W stresses

 

activity measurement in terms of results.

 

      The matrix design...tends to develop more people who

   think and act in a general management mode.  By inducing

   this kind of action, the matrix increases an

   organization's information-processing capacity.  (151 17)

      The increase of an organization's

information-processing capacity comes more explicitly in the

pure functional organization form than with the matrix form.

The cause of more information-processing capacity being the

actual construction and use of a database representation of



 

 

 

 

 

Theory W page 327                                 Structures

organization structure rather than the traditional graphical

form.

      Organization & strategy.

 

      Whatever strategy is -

 

      organizational planning must be accomplished

   simultaneously with strategic planning, to assure a

   structure appropriate for the objectives being sought

   with the selected strategies.  The matrix organization is

   often selected because of its inherent adaptability,

   compared to a functional organization.  (80 246)

      Functional organization, as differentiated from

dysfunctional organization, informal organization, formal

organization, and technical organization can be seen as the

 

focus of Theory W.

 

      Output of structure.

 

      Differences in output related themselves approximately

   to the individual's position in the group.  That is to

   say, differences in output related themselves to social

   controls established by the informal grouping and not to

   individual capacity or to economic or logical

   considerations.  [Dickson] expresses a caution that these

   conclusions apply specifically to the group under

   observation and are not to be interpreted as

   generalizations.  (190 154)

      Can functional organization in the form of Theory W

continually improve output?  The answer lay in the W words,

some of which were shown in the above figure - why, way,

what, where, who, when....

      The stage for Theory W can thus be seen.  Can Theory W

now be differentiated for understanding and productive

 

application?



 

 

 

 

 

                                               Theory W  328

 

Part 2 - Theory W essentials 

 

      Chapter 5 - A three-sided pyramid

              6 - Propositions and hypothesis

              7 - Entrances to the structure

      Review.  The part 1 review was in narrative form.

This review moves away from that narrative form toward a

tabular form of organization structure.  If Theory W proves

to be universal, it should apply to any organization,

including this dissertation.  Thus we are moving toward a

 

functional organization structure with a database format.

 

Table 40 - Functional structure in database format 

____________________________________________________________

 

Strategy term    Comment

______________   ___________________________________________

 

Mission        - growth, challenge, relatedness,

                     encouragement, respect, existence....

 

Goals          - good feeling, eustress, authorship, PhD....

 

                 Verb        Descriptor     Noun

                 ___________________________________________

 

Objectives to

be implemented - style       electronic     writing

                 delimit     wisdom         key words

                 research    organization   structures

                 identify    organization   theories

                 clarify     theory         construction

                 illuminate  organization   propositions

                 formulate   Theory W       hypothesis

                 identify    24 hour daily  work

                 provide     3-sided        pyramid

____________________________________________________________

Note: See material surrounding the initial figure of part 1.



 

 

 

 

 

Theory W  329                                     Essentials

      Part 1 interpreted the history of organization from

both the industrial and educational views, illustrated many

organization structures, reviewed the body of scholars, and

commented on the application of science to the structuring

of functional organization.

      Summary.  Using the action-verb and noun form, this

 

part 2 -

 

1- demonstrates a close yet separate kinship between the

   pure functional structure, called Theory W, and the pure

   formal and pure informal organization structures, by

   using a three-sided pyramid as a visual aid,

2- illuminates organization propositions,

3- presents a rough outline of the Theory W model of the

   pure functional structure,

4- formulates a hypothesis, and

5- exposits on human work - individual work being the

   essence of the pure functional organization structure.

      Next.  Part 3 investigates the application of the pure

functional organization structure hypothesis to several

individual case studies.  Part 4 continues application to

several multi-individual case studies.  Part 5 sets forth

the possibility of using a testing instrument to measure the

 

value of using Theory W in an organization setting.

 

 

 

 

 

 

                                               Theory W  330 

 

Chapter 5 - A 3-sided pyramid 

 

      Strategy definition

      Strategy as process

      Elementary visualization

      A proposition about work

      Organization development

      Review.  In chapters one and three, the pyramid was

shown to have a place in the history of organization.  The

traditional pyramid commanded - thou shalt have but one boss

above thee.  In contrast, the job-task pyramid of authority

received little mention.

      Summary.  Using the familiar triangular and pyramidal

shapes from organization history, four structures of

organization are differentiated and combined to form a

functional structure of organization.  That conceptual shape

of organization has four facets, a base and three structural

sides.  The facet names are technology and formal, informal,

and functional.  Theory W provides the place of the

functional structure relative to the other structures, then

details the ability to control the functional structure.

      Next.  Integrate the concept of strategy as an

alternate view of organization structure.44

Strategy 

      The word strategy presents a concept, and the

 

____________________

 

      44 Section 4 of the traditional dissertation would

be entitled Strategy.



 

 

 

 

 

Theory W  page 331                                   Pyramid

understanding of a concept-word first reaches back for the

root of the word.  The second reach for understanding looks

for and identifies current usage and rationalizes that

usage.  And the third reach attempts to isolate and smooth

any tangential direction of the rational current usage.

First the root.

 

      Strategia.

 

      The word strategy comes from the Greek strategia,

   which means the art or science of being a general.  The

   Greeks knew the importance of generalship in winning and

   losing battles....the Greeks also knew that strategy was

   more than just fighting battles.  Effective generals had

   to determine the right lines of supply, decide when to

   fight and when not to fight, and manage the army's

   relationships with citizens, politicians, and diplomats.

   Effective generals not only had to plan but to act as

   well.  Dating back to the Greeks, the concept of strategy

   thus was both planning components and decision-making or

   action components.  (124 196)

      Work. The modern day version of action components can

be seen as simply acts, or work, or tasks, or worktasks.  In

these worktasks, the Greeks saw the bigger picture of

strategy as a combination of art and science.  The science

being the planning of the worktasks.  Thus the root elements

of the strategy concept can be seen as planning and action.

      Reconciliation of the planned worktasks and actualized

worktask results can be seen as an art.

      Variance analysis. Theory W advocates weekly

feedback, review, and replanning of the organization's

functional work structure.  This weekly activity can be seen



 

 

 

 

Theory W  page 332                                   Pyramid

as analogus to monthly budget variance analysis - business

having a variety, and personal checkings statements being

another variety.

      Strategy in 1965. The second reach for understanding

looks for and identifies current usage and rationalizes that

usage.

      One modern day approach to strategy was presented by

 

Chandler.

 

      The determination of the basic long-term goals and

   objectives of an enterprise, and the adoption of courses

   of action and the allocation of resources necessary for

   carrying out these goals.  (124 198)

     Thus the idea of measurable objectives or management by

objectives (MBO) was merged with the strategy-concept.

Strategy, in a sense, was revived from history and

reconciled with the MBO and the scientific-method

problem-solving eras.  MBO and problem-solving needed to be

linked with some "why" reasoning.  Theory W asks "why," thus

seeking the functional authority of any particular

organization.

      From the Greeks to 1965. Why did world wisdom have to

wait till 1965 to reinvent, revive, or reconcile the

strategy-concept?  One could simply conclude that the

methods of war, specifically the strategy-concept, did not

transfer to the control of peaceful civil actions.  Perhaps

the non-military could not understand the advantages of the

underlying ideas of planning and action as they applied to

non-military administrative tasks.  For evidence of this



 

 

 

 

 

Theory W  page 333                                   Pyramid

simple conclusion, look around at the actual use of planning

and control in families and the classroom.45 In general,

 

people do not choose to plan and control.

      Less war, less strategy? Assuming that non-military

sectors of a culture less appreciate the advantages of the

strategy-concept, then one must be aware that if the

military shrinks, the discipline of the strategy-concept

interjected by the military and its retirees into the

culture will also shrink.

      Less industry, less strategy? The 1965 revival of the

strategy-concept may also identify with the reallocation of

national product from the non-service to the service

segments.  The decline of the non-service national product

can be seen as an opportunity for the promotion of the study

of the strategy-concept to facilitate the organizational

reengineering of the non-service segments.

      Strategy application in 1979. A 1979 text promoting

the use of the strategy-concept explicitly portrayed the

work of organizing the strategic planning process as 40

functional responsibilities (247 75).  Thus the process was

 

____________________

 

     45 Theory W in the classroom via Lesson Zero can be

seen as an example of teaching students some elements of

planning and control.

 

 

 

 

 

Theory W  page 334                                   Pyramid

viewed somewhat simplistically.  The detailed work

explicitly linked in support the organization strategy did

not appear as either a complexity of responsibilities or an

important enough program so as to require a data base

(247 129).

      In contrast to a pat 40 functional responsibilities,

Theory W recognizes the complexity of supporting the

organization's strategy and requires the use of a computer

database to show the organization's work relationships.  In

1979 literature the complexity of work relationships was

covered under "Other areas of interest."(247 130)

      Theory W work tasks. Theory W, on a non-other basis,

requires the explicit statement of work tasks which support

the organization strategy.  In 1979 that explicit statement

of work tasks appeared last on the above referenced

resources list of an enterprise.  Theory W proposes just the

opposite, that the explicit, valid, and reliable statement

of work tasks be first priority for each member of the

organization.

      Thus why and work become the two ranking Theory W

words.  From a previous figure other Theory W words were

way, what, where, who, and when.  The who emulates which

worker.

      The individual worker. Interestingly, a whole chapter

of the 1979 strategy-application-text was devoted to



 

 

 

 

 

Theory W  page 335                                   Pyramid

personal lifetime planning (247 311-8).

      Theory W carries that personal lifetime planning

orientation unto the same level of strategic planning used

for large organizations, that of first priority work tasking

for each member of the organization.

      This equating of individual orientation to the larger

orientation DOES NOT receive support from education.  An

example -

      Anti-worker education.

 

      Administration means that individual [worker] goals

   must be set aside in favor of larger organizational

   goals, and a key question: Even if strategy formulation

   is the product of rational, analytical thinking, how can

   this be reconciled with the fact that administrative

   tasks...are often achieved through internal political

   processes?  (124 199-200)

      Worker education. Theory W puts the task goals of the

worker in first place and reconciles the formal (political)

authority with the functional (thinking logically) authority

of the organization by using the three-sided pyramid as a

representation of the organization-concept.  The three sides

of the pyramid represent formal organization, informal

organization, and functional organization.  The base of the

pyramid represents the recognition and use of technology.

For example, in the case of Theory W, a required

technological tool can be seen as the worktask database.

      The strategy side of Theory W's three-sided

organization pyramid, as a process, moves an organization



 

 

 

 

 

Theory W  page 336                                  Pyramid

from its top aim, down to measurable objectives, and then

down to action.  Previous figures presented this concept.

      Control, as a process, measures the variance between

the objectives and the actual action results and arranges

corrective action in a ranked order.  That control process

motivates the individual members of the organization toward

the experience of good feelings.  The task accomplishments

of the expert worker are used in supporting both the

strategies of that individual and the larger organization at

the same time.

      Life work strategy. "Science is the outcome of

research."(256 15) Therefore actual data can be seen as the

start of research.

      Life actualizations are recognized by the mind.  This

actual data can then be subjected to scientific method.

Thus the content and complexity of life can be harnessed.

That control harness can be seen as applying to both a

single life organization and to organizations which

encompasses a multitude.  In either case, concepts or

constructs are useful in seeing an organization strategy.

Theory W provides a construct of organization strategy as an

essential life structure.

      Many of life's aspects do not have explicit standards,

yet all life aspects have the aforementioned actual

experiences as recognized by the mind.  This does not



 

 

 

 

 

Theory W  page 337                                  Pyramid

indicate that life is or is not scientific.  For science is

woven into all lives.  However, what does it take to

proclaim a worker's life as scientific?  Could every worker

be seen as an expert scientific worker?

 

      Expert workers support strategy.

 

      There is no distinct dividing line between common

   sense and scientific method (256 17).

      One could thus conclude that every worker would be

capable of attaining an expert condition, assuming that all

workers are capable of common sense.  However, the challenge

 

can be intimidating -

 

      There is much between the start and outcome:

   (1) order investigation,

   (2) use scientific method,

   (3) gather representative evidence,

   (4) reason logical conclusion,

   (5) demonstrate conclusion validity, and

   (6) cumulate appliable principles.  (256 15)

      Under Theory W the expert worker can see a less

intimidating way.

      Investigation can be seen as a continuation our

three-year old "Why?" curiosity.  Investigation can be seen

as something learned at an early age.  The search for

knowledge can be seen as continually demonstrated by most

 

people in many natural ways throughout their lives.

 

      Science extends from the search for knowledge for its

   own sake to problems concerned with immediate needs of

   man.  The latter end of the spectrum, applied science, is

   distinguished from common-sense investigation by its

   methods and by its roots in basic science.  (256 19)



 

 

 

 

 

Theory W  page 338                                  Pyramid

      Theory W has specific and unique methods of

organization structure.  The building upon common sense

 

continues.

 

      Scientific methods develop and use concepts in the

   development of complex theories.  While common-sense

   methods do employ concepts, such concepts are usually at

   the first level of abstraction.  (256 20)

      The expert worker's first level under Theory W becomes

their worktasks and the time they spend in support of the

functional organization's aim.  The Theory W support

structure becomes an important higher level of organization

 

abstraction.

 

      Scientific researchers carefully document their

   methods and results.  Failures as well as successes

   become part of the written record of science.

   Publication of common-sense methods is relatively rare.

   (256 20)

      Worker author. Under Theory W the week's research by

the expert worker becomes a one page publication in evidence

of review and support by the formal organization chain of

command.

      The worktask author in Theory W seeks to document the

work tasks which support organization strategy.  For

example, this dissertation's appendix shows strategic work

tasks of the author - writing principles which support the

strategic functional organization process.

      Strategy still unpopular. Combining the views of

"less war," "less non-service industry," and "anti-worker



 

 

 

 

 

Theory W  page 339                                  Pyramid

education," administrative theory maintains the

strategy-concept as an elitist tool - a tool to be used by

those in the upper reaches of the formal organization

structure, not by the common worker.  Thus the current usage

of the strategy-concept comes to be rationalized and

unfortunately relegated to the public relations aspects of

annual reports.

      Now another mental reach for understanding strategy.

      As the third and final reach for the understanding of

a concept-word, Theory W attempts to isolate and smooth the

tangential anti-worker direction of the strategy-concept.

      For scientific study, the variables of the strategy

concept follow.

 

      The variables of strategy.

 

      Leavitt (1965) sketched four interacting variables...

   task, people, technology, and structure....  Each of the

   professional specialists may find himself overlapping

   into another's area from time to time.  Despite these

   overlaps, each tends to develop strong biases for one

   variable being more "strategic" than another.  (113 80-1)

      Theory W integrates the above variables rather than

specializing any one of them, then adds time as an

 

independent variable.



 

 

 

 

 

Theory W  page 340                                  Pyramid

 

Table 41 - Strategy variables defined 

____________________________________________________________

 

task       a verb-descriptor-noun phrase representing a

           non-duplicated part of the functional

           organization

people     a specific number of task performers called

           expert workers (one individual worker may

           represent a group of internal organization

           members or a group of external individuals)

technology the necessary single computer database to handle

           separately (1) the complexity of functional

           authority in the wholistic task view and (2) the

           simplicity of individual responsibility for all

           the organization's work tasks

structure  for context, the three-sided organization

           pyramid, and specifically, the precedence network

           pyramid side representing the functional

           authority of the organization (Theory W permits

           an individual to also be structured as an

           organization)

____________________________________________________________

Note: Ordered variables from (113 80-1).

      The above variables are combined with the Greek

strategy-concept resulting in a quick application of Theory

W in the tables immediately following.  Much detailed Theory

W application information will appear in subsequent

chapters.  The integrated strategy variables appear

 

parenthetically in the following tables.



 

 

 

 

 

Theory W  page 341                                  Pyramid

 

Table 42 - Functional Greek strategy 

____________________________________________________________

 

                                        Structure

                                        _________

 

Tasks                                             People

____________________________________________      ________

 

Act Verb       Descriptor     Noun          Pre Who Whrs

____ __________ ______________ _____________ ____ ___ ____

 

1    win                       battles       2    mu  mu

2    fight                     battles       5    cit proj

3    determine  supply         routes        6    gen proj

4    decide     battle         schedules     3    gen proj

5    manage     citizen        relationships 4    gen rout

6    manage     politician     relationships 1    gen rout

6    manage     diplomat       relationships 1    gen rout

7    relate     general's      management    5    cit rout

____________________________________________________________

Note: From (124 196).

Keywords used above:  mu - not pertinent; CITizen in the

army; GENeral; PROJect; ROUTine.

 

Table 43 - Greek army-citizen's work tasks 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Pre Who Whrs

____ __________ ______________ _____________ ____ ___ ____

 

1    win                       battles       2    mu  mu

2    fight                     battles       5    cit proj

5    manage     citizen        relationships 7    gen rout

7    relate     general's      management    5    cit rout

____________________________________________________________

Note: From previous table.  The why and way hierarchy of

tasks are shown to the expert worker for motivation and

expectation.



 

 

 

 

 

Theory W  page 342                                  Pyramid

 

Table 44 - Greek general's work tasks 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Pre Who Whrs

____ __________ ______________ _____________ ____ ___ ____

 

5    manage     citizen        relationships 4    gen rout

4    decide     battle         schedules     3    gen proj

3    determine  supply         routes        6    gen proj

6    manage     politician     relationships 1    gen rout

6    manage     diplomat       relationships 1    gen rout

1    win                       battles       2    mu  mu

____________________________________________________________

Note: From previous table.  The why and way hierarchy of

tasks are open to the expert worker for motivation and

expectation.

      Means-end chain. The why-way worktask hierarchy of

Theory W can be seen as a means-end chain structure.

      In the above tables, note well the difference in the

functional authority between the general and the

army-citizen.  Also note well that the general and the

army-citizen responsibilities are integrated into the whole

organization in yet another table.  Theory W intends that

these differentiations be specific and precise thus

providing clear and concise pure functional organization

structure to any organization, including the individual as

an organization.

      Additionally note the emphasis on the measurement of

task whole hours - a vital validity measure of pure

functional organization structure.  Drucker expressed the

importance of timed task actualization by portraying a young



 

 

 

 

 

Theory W  page 343                                  Pyramid

 

writer saying,

 

      One day's delay won't make much difference...  That

   was forty-six years ago...  (123 vii)

      Theory W makes real the 24 whole hours of Drucker's

day's-delay.

      In general, Theory W takes a unique approach to

strategy - Theory W's approach to enterprise (organization)

goals and action involves asking the simple question, "Why,"

or more specifically, "Why act," and most specifically in

Theory W terms, "Why work?"  Or "Why spend productive

whole-hours?"

      This Theory W approach opens the way for the more

universal explanation of the existence of any or all

organizations, including each individual as an organization.

      Additionally, the general why-question links to the

general education concept of learning.  Learning enhances

the ability of any organization to work and achieve the why

of the organization.  That learning concept appears

elsewhere in this dissertation.  Here we continue with a

reconciliation with the matrix structure material previously

presented in this dissertation.

      Reconciliation with matrix. In 1965, corporate

strategy portrayed the manager as the relationships of the

(1) two dimensional formal organization chart, (2) informal

structure, and (3) functional structure which has



 

 

 

 

 

Theory W  page 344                                  Pyramid

experienced a forced merger with the formal to become the

formal-functional chart.  The formal-functional

relationships display became the matrix chart.

      Theory W separates and thus simplifies the

formal-functional and project-matrix combinations and

emphasizes the separation of organization elements.  Those

elements being (1) the formal chart, (2) the project or pure

functional chart, (3) the informal chart, and (4) the

organization base of technology.

 

      Praxis context.

 

      We have seen over the past decade a fundamental change

   in the basic philosophy which underlies managerial

   behavior, reflected most of all in the following three

   areas:

      A new concept of man, based on increased knowledge of

   his complex and shifting needs, which replaces the

   oversimplified, innocent push-button idea of man.

      A new concept of power, based on collaboration and

   reason, which replaces a model of power based on coercion

   and fear.

      A new concept of organizational values, based on

   humanistic-democratic ideals, which replaces the

   depersonalized mechanistic value system of bureaucracy.

   (236 572)

      Mind-soul-spirit. The above self-organization

premises center in the mind.  The mind being an element of

 

the unique religious soul or spirit in each of us.

 

      In the past, the mind has been equated with the soul

   or the spirit.  But such terms are religious or

   spiritual, rather than philosophical or scientific...

   (127 xiv)

      Expert worker mindset. Thus the Theory W life of the

expert worker leaves behind the all-consuming formal



 

 

 

 

 

Theory W  page 345                                  Pyramid

organization of religion - faith in the supervisor who can

be seen as closer to God.  By virtue of scientific

schorlarship the pure functional organization structure

presents an added dimension of authority - the dicotomy of

faith versus logic-challenged expert workers no matter on

what level of the formal organization chart - general or

citizen as per the above tables.

      The combination of formal and functional authorities

can now enliven the informal structure so that all the sides

of the organizational pyramid can focus work energy unto the

aims of the concerned organizations.  In a sense, the

four-sides of reference concerning organization

actualization can be seen to support a contingency theory

whereby any structure can be appropriately emphasized, yet

the others not forgotten.

      Theory maturation. Theories are not evident instantly

 

- growth appears as time, thought, and effort are extended.

 

      I remember sitting in Professor McGregor's class some

   seven year's ago, when he first presented his new

   theories, and I remember the sharp antagonism his Theory

   X and Theory Y analysis then provoked.  Today, I believe

   most of you would take these ideas as generally

   self-evident.  (236 572)

      Theory W wishes to make functional authority

self-evident in the future, through practical application,

continued writing, and promotion.

      Why-way structuring. An effective schedule supports a



 

 

 

 

 

Theory W  page 346                                  Pyramid

strategy - with the mission of an organization at the top of

the triangle.  One could argue that a schedule should be

constructed only from a strategy.  That would be an optimum

regarding productivity.

      Since productivity simply compares output and input.

The input of strategy into an organization would optimally

direct the tactical outputs.  Strategy, as the functional

structure of the organization results in a circle of

activity - feedback if you will.

      Activity schedules are everywhere in our complex

society.  And many times our strategy driven schedules must

be adjusted accordingly.  The dynamics of different

organizations with different strategies adjust dynamically.

Different organization strategies can thus be seen to

cooperate.  If these strategy dynamics are taken for

granted, they can be said to exist though the subconscious.

Theory W, on the other hand, provides a conceptual construct

for the conscious viewing of the organization - the pure

functional organization, as contrasted with the formal and

informal views of organization.

      Why why-waying? The viewing or visibility into the

unformal organization will improve productivity.  To prove

that hypothesis in application, people just choose and do.

In the academic exploration a statistically significant

experiment requires a design - a model.



 

 

 

 

 

Theory W  page 347                                  Pyramid

      Model significance. Reliability comes from the

probability of an operation happening in a timely quality

manner.

      After reliability comes validity - does the operations

manner as output represent what it should represent?  To

define those time and quality standards one needs to know

the strategic why of the operation.

      For example, returning to the military, "We build

tanks to keep the peace!"  That concept may be reliable, but

can also be seen as of questionable validity.  Thus to have

valid operations of any organization one needs to

demonstrate why the organization exists.  Theory W permits

the construction of such an organization model.

      The models of organization represent organization

reality which, being dynamic and complex, can never be

modeled.  The energy to model completely rivals the energy

of the thing being modeled.  Thus, in a sense, the thing

lives twice.  On the human level of organization, we cannot

live life twice, therefore modeling must be simplistic yet

productive.

      The alternative of no definitive functional

organization structure can easily be construed as little

direct interest in promoting direct organization

productivity.

      Strategy versus structure. The planning and carrying



 

 

 

 

 

Theory W  page 348                                  Pyramid

out is strategy and the devised organization is structure

 

(162 13).  Additionally, Ansoff's

 

      concept of strategy (1) provides a broad concept of

   the firm's business, (2) sets forth specific guidelines

   by which the firm can conduct its search, and (3)

   supplement the firm's objectives with decision rules

   which narrow the firm's selection process to the most

   attractive opportunities.  (122 104)

      Weak idea of strategy.  The concept of strategy

supposedly offers to fix U.S.organization productivity.

Using a strategic perspective; to produce more for less,

ownership/management moves from mission, to objectives, and

on to implementation (exemplified by the question "How?"  or

"Way?").  This concept calls for the manager to functionally

organize.  The functional view to the top of the

organization answers the worker question "Why?"

      Model validity. Validity represents reality: stands

to reason that cost effective representation of a valid

model would be a goal.

 

      An alternative.

 

      Another approach to charting the informal organization

   is to diagram the pattern of informal interactions on the

   formal organization chart itself.  (12 210)

      Too complex yet Theory W attempts to "chart" all

whole-hour task interactions.

 

Strategy as a process 



 

 

 

 

 

 

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Table 45 - Comparison of Theory W and MOGSA hierarchies 

____________________________________________________________

 

MOGSA       Theory W

levels      levels     Remarks

___________ __________ _____________________________________

 

Mission     Mission

 

Objective   Objectives (Ties simply to the MBO stereotype.)

 

Goal        Goals      Encompasses both mission & objectives

 

Strategy               Under Theory W strategy is defined as

                       the administrative process of moving

                       from mission to objectives to action.

 

Action      Actions

____________________________________________________________

Source: (77 610).

      Theory W gives purpose to production - that is, the

individual actualization mission congruent with the

organization mission.  The individual joins the organization

to support its work - the organization's product.

Scientific method problem solving supports the idealized

 

work hierarchy.

 

      The active [individual] determining and guiding the

   course of a firm toward its objectives.  In contrast to

   more common descriptive theories used in the economic

   theory, the interest is normative:  we seek to develop a

   practically useful series of concepts and procedures

   which managers can use to manage.  (122 vii)

      The strategy side of Theory W's three-sided

organization pyramid, as a process, moves an organization

from its top aim, down to measurable objectives, and then

down to action.



 

 

 

 

 

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      Railroad analogy. The 1850s witnessed the

solidification of American railroads.  By 1860 the

relatively dependable service occured in the East (134 6).

In Kansas, Topeka was "the last community on the map" - 1200

people (134 25).  Combined with Atchison on the Missouri

River to the east, and the projection to Santa Fe to the

west, the AT&SF railroad was organized.  From the writing of

the charter in 1859 the organization stepped its way to

Santa Fe.  After the early steps of organization

implementation, history records what was ahead - "Exit

frying-pan, enter the fire."(134 37) Thus, in typical human

fashion, the AT&SF stepped through 2080.85 miles of track

(134 194).  The track divided into sections and branches -

hundreds of them.  But the basic step was the elemental

railtie - those wooden things under the rails, which tie the

rails together.  At one tie every two feet that's over

5,000,000 steps.

      A strategy involves steps, yet more complex - but

simple enough to provide a dynamic model.

      Personal strategy. Since a dissertation associates

with philosophy, this dissertation aims to broader

communication.  Thus a dissertation of a certain type begins

on a philosophical note and first-person narrative.

      To move my implementations to measured objectives and

onto the actualization of growth, I was effecting the



 

 

 

 

 

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concept of strategy.  That strategy has taken the form of 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 the ticket.

      Theory W provided me with a rigorous structure for the

ideas of strategy and means-end chain.

      Business strategy. The flow from growth to

relatedness to existence is called strategy - a basic

administrative concept which has existed forever.  "From the

top down" can be seen as the strategy process.

      Scientific strategy. Strategy can also be

 

mathmatical.

 

      In developing the strategy for solving a problem with

   a scientific calculator,[46] it is important to

   remember the basic algebraic approach to calculating.

   True algebraic logic means that in a series of

   operations, multiplication and division will be carried

   out before addition and subtraction.

      All functions on the scientific calculator are

   performed in a specified sequence of priorities.  Each

   function has a priority...  (233 4)

      Priority. Theory W scientifically presumes that each

organization function has a sequence, priority, or

precedence.

 

      A thesaurus (202 sv) provides definition -

 

      Sequence:

   line, order, priority, procession, succession, timing;

 

____________________

 

      46 "Calculators were limited to the basic

   mathmatical functions...until the early 1970's."(233 1)



 

 

 

 

 

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   alternation, circuit, circulation, gyration, revolution,

                rotation, round, spinning, turn, whirl;

   arrangement, disposal, disposition, distribution,

                grouping, ordering;

   chain, course, lineup, order, progression, row, run,

          series, string, train.

 

      Priority:

   advantage, precedence, prerogative, privilege, rank,

              seniority;

   bent, bias, drift, habit, inclination, leaning, partiality,

         penchant, predilection, preference, proclivity,

         talent, taste, tendency;

   line, order...

   accent, emphasis, highlighting, importance, significance,

           stress, weight.

 

      Precedence:  advantage, prerogative...

      PR universality. As shown above, understanding of

strategy runs from more scientific (mathmatical calculation)

to simply a public relations tool.  The abbreviation which

most encompasses or universality encompasses the idea of the

pr words can be seen as a pr or previous act number.

      However, the word PRE best communicates the structure

of a functional organization database.  That structure will

later lead to both why- and way-versions of the

organization.

      Opposition. Although there seems little opposition to

strategy, neither does one perceive a rush to apply a

practicum of strategy principles.  One cause of non-interest

can be seen as the low level of principles development and

promotion.  Another cause can be seen as a confused state of

discussion and terms.



 

 

 

 

 

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      Research of the strategy topic has offered no

illustration of confused opposition.  However the following

material reaches back to some earlier laid principles - in

opposition.  At this stage of developing functional

organization principles, the confused or incorrect thinking

 

should be evident to the reader.

 

      By formal is meant those processes by which members of

   two or more engage in relationships with one another in

   their capacities as members of their organizations.  By

   informal is meant those strategies of interorganizational

   contact in which the collaborators act in some capacity

   other than as organizational members.  Hence, it is the

   substance of the form which forms the distinction.

   (20 130)

      Again, the above represents confused and incorrect

thinking.

      Prior digest. Prior dissertation materials printed to

this point were scanned to pull together associated views on

strategy.

      From the Appendix - Dissertation Proposals,

specifically BGSU course EDFI 797 Spring 1986, subtitled

Methods and Procedures there comes a differentiation of

between certain strategies - that is, qualitative versus

quantitative.

      The qualitative strategy has "(1) the researcher

working in a natural setting," and (2) "the methods...are

characterized by their flexibility."

      From R.G.Burgess (1985) Introduction, in R.G.Burgess



 

 

 

 

 

Theory W  page 354                                  Pyramid

Strategies of educational research: Qualitative methods,

 

Philadelphia PA: Falmer -

 

      Researchers can, therefore, formulate and reformulate

   their work, may be less committed to perspectives which

   may have been misconceptualized at the beginning...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....The research is concerned with social processes

   and with meaning.

      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.

      Thus the process of strategy can be seen to be

dynamic.  Appendix - A Purposeful Job, demonstrates a

 

concise example of a strategy set and its tactics set -

 

      Strategy - To learn and teach creatively.

               - And develop personal writing capacity.

      Tactics  - Dissertation and articles.

                 Past teaching performance.

                 Education & business administrative experience.

                 Past productivity improvements.

      In the Kensington course M698 - Dissertation Proposal,

several personal objectives were set out, including the

exploration of strategy (63 a36), functional organization,

work visibility, and productivity.  Only one of these has

not remained in the dissertation's title.  Work is more a

fundamental, like why, what, where, and many other w words.

      The proposal had a mission in its view of strategy.

The mission, in short, was "to meet the synoptic [problem]

requirement of many recognized individuals and

institutions."(63 a38)



 

 

 

 

 

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      In the Appendix -Electronic Writing, the third step of

writing process is to "form a strategy"(63 a64), after

failings recognition and topic specification.  Following

steps are note taking, referencing, choosing a writing

style, practice composition, piece together, argue issues,

and build a personal library.  In hindsight, and with 460

pages of the dissertation printed, the strategy becomes

clearly about personal growth and its expression.  Yet, at

times, progress is non-existent, or, at best, exceedingly

 

slow.

 

      Pointed writing evolves after the clarification of a

   strategy structure of why we want to accomplish written

   works and the way in which we actualize the work.

   (63 a71)

      Thus both a strategic focus and a problem of time

   application can be seen.  (63 a82)

      When we read for significance, we study the details

   only to see their relationship to the whole.  It is the

   total effect, the feeling captured in form, that we want

   to appreciate.  The final step in serious reading, then,

   is to draw together all that we have seen and to consider

   its relationship to the human emotion the art expresses.

   (200 360)

      Writing about abstract ideas may be the most difficult

   of all types of writing.  (200 426)

      The writing appendix of this dissertation defined

 

strategy as

 

      the critical path of actions coordinated (aimed) to

   the attractiveness of good feelings.  (63 a96)

      Theory W views strategy as a process where the main

   philosophical aim relies on the expression of measurable

   objectives.  (63 a100)



 

 

 

 

 

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      An organization chart of Theory W (63 a100):

 

               /\

An aim on top /__\ sometimes called a mission or philosophy

             /    \

Objectives  /______\   measured (likened to an MBO program)

           /        \

Actions   /__________\   coming out of individuals' choices

 

      Theory W advocates that the why of a written work be

   included on its title page (63 a105).

      Theory W uses the writing process to introduce

   strategy organization as an up and down flow process - up

   providing answers to the why of purpose, down providing

   answer to the way of implementation (63 a110).  The

   database evidence of the strategic organization becomes

   an investigative problem solving tool (63 a112).

      In general, strategy, as an organizing process,

   provides (1) a focusing aim, (2) supporting objectives,

   and (3) implementation guidance.  (63 a154)

      Means merit ends.  Means are work tasks which flow

   through time to provide ends.  One strategy text (264)

   uses the term means-end chain to represent the work flow

   of an organization.  Thus organization work merits end

   benefits.  So too, with the individual - an individual's

   work merits ends throughout life.  (63 a170)

      Strategy is the process of going from an aim, to

   objectives, and on to implementation.  In general,

   strategy simply takes a top-down approach to organization

   planning.  More specifically:  (63 a171)

 

      task number and description    why

      ______________________________ ___

 

      1  see organization's aim       2

      2  see organization objectives  3

      3  know individual tasks        4

      4  implement task actions

 

Another version:

                                     how (the way)

                                     _____________

 

      4  implement task actions       3

      3  know individual tasks        2

      2  see organization objectives  1

      1  see organization's aim

      The above wisdom presents an organization chart unlike



 

 

 

 

 

Theory W  page 357                                  Pyramid

the formal or informal organizations - a "new" kind of

authority.  An authority of knowing why and choosing to act

in support of those ends.

      By cutting each task from the others and linking them

- "making a train" - the first version has an action flow

from left to right and the second version has an action flow

from right to left, opposite of English composition

 

tradition.

 

      Theory W uses the thought process which moves from the

   top philosophic wisdom to the completion of work tasks

   for the facilitation of the life-state of individual

   self-actualization.  That "top-down" thought process can

   be viewed as a definition of strategy - a process capable

   of releasing much creativity, leadership, and synergistic

   potential for any and all organizations.  But, for

   strategic thought to be credible, that mental process of

   strategy needs documentation.  Thus Theory W provides a

   definitive view of the strategic process - a pure

   functional structure of the organization.  (63 127)

      Initial hypothesis. Thus a pattern appears - the top

mission provides the authority for a cascade of goals,

objectives, and task implementations.  Theory W views this

top-down waterfall as the process of strategy.  Now a

hypothesis can be formed.

      If a particular organization's waterfall of work tasks

can be easily traced to the top mission statement, the

validity and reliability of the pure functional organization

structure can be said to exist.  In other words, you can

understand the pure functional organization structure by

reading its database and you can retrace its dynamics over



 

 

 

 

 

Theory W  page 358                                  Pyramid

 

and over again.

 

      An organization structure able to generate job

   descriptions for a large number of members becomes very

   complex and thus requires the maintenance of a flexible

   yet rigorous hierarchy.  Theory W provides that hierarchy

   through a precedence network database.  (63 a129)

      A top-down list of the work functions provides the

   opportunity to arrange tasks in priority (hierarchical)

   order.  The frequent use of the formal organization chart

   establishes the attractiveness of a hierarchical chart

   over narrative [job descriptions].  (63 136)

      The full application of Theory W provides a complete

structure of a organization through the ability to integrate

 

the valid work tasks of every employee.

 

      Fayol's General Survey of the early 1900s equates to

   the idea of strategy today.  Although the idea of

   strategy wants for more structure in today's text books.

   Thus Theory W aims to provide an organization structure

   which quantifies strategy.  Strategy can be visibly

   structured for the organization with the result of

   greater productivity and synergism.  Theory W provides

   strategy in organization chart form.  (63 138)

Elementary visualization 

      A whole organization. A pyramid can be used to

explain the concept of organization as a whole.  The pyramid

provides the visualization umbrella for explaining Theory W

within the context of organization and administration of the

organization.

      Theory W claims the three-sided pyramid of

organization as its own because it provides the context in

which the functional structure part of Theory W can

productively be operated.

      In essence, organizations are born of strategy and use



 

 

 

 

 

Theory W  page 359                                  Pyramid

problem solving for continued subsistence.  Theory W

actuates that strategy process on an appropriate micro

basis.  However, Theory W also has the macro basis of the

three-sided pyramid.  Thus Theory W has specificity in

 

context and structure.

 

      It is through knowledge of wholes that we gain

   understanding of components, and not vise versa.

   (52 188)

      Which of you, intending to build a [whole pyramid],

   sitteth not down first, and counteth the [components],

   whether he have sufficient to finish it?  Luke 14:28

   (52 45)

      Theory W sees the components of an organization as (1)

the traditional formal organization chart, (2) the

Hawthorne-type and OD-type informal organization, and (3)

the job-tasks of functional organization.  Those three

structural sides form the pyramid, which has a base of

technology.

      A pyramid points up. Man has long used the pyramid

and its component triangles to direct vision up toward a

transcendental perspective.  Yet why does man "look up" and

why does he seemingly strive to do better?

      Further - does man have to be pushed by complexities

in life, hardship, or the incentive of growing material

wealth to devise better ways to do things in his/her life?

 

      Is necessity really the mother of invention?

 

      Historical evidence would indicate that very few key

   inventions have been made by men who had to spend all

   their energy overcoming the immediate pressures of



 

 

 

 

 

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   survival.  Atomic energy was discovered in the

   laboratories of basic science by individuals unaware of

   any threat of fossil fuel depletion.  The first genetic

   experiments, which led a hundred years later to

   high-yield agricultural crops, took place in the peace of

   a European monastery.  Pressing human need may have

   forced the application of these basic discoveries to

   practical problems, but only freedom from need produced

   the knowledge necessary for the practical applications.

   (52 176)

      Visualizations of "free from need" lives are in

museums where scenes of monasteries and workplaces of people

like Gandi and presidents can be brought to the mind.

      The quest for transcendence by way of improvement can

be seen in the organizational charter for the United States

of America.  The U.S. Constitution begins as, "we the

people, to form a more perfect union..."

 

      A more recent quest of improvement -

 

      In April 1968, a group of thirty individuals from ten

   countries - scientists, educators, economists, humanists,

   industrialists, and national and international civil

   servants - gathered in the Academia dei Lincei in Rome.

   They met at the instigation of Dr. Aurelio Peccei, an

   Italian industrial manager, economist, and man of vision,

   to discuss a subject of staggering scope - the present

   and future predicament of man.

      Out of this meeting grew The Club Rome, an informal

   organization that has been aptly described as an

   "invisible college."  Its purposes are to foster

   understanding of the varied but interdependent components

   - economic, political, natural, and social - that make up

   the global system in which we all live; to bring that new

   understanding to the attention of policy-makers and the

   public worldwide; and in this way to promote new policy

   initiatives and action.  (52 9)

      The Club Rome can be seen as a grandiose example of

the initiative for action within the human spirit.



 

 

 

 

 

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      Service clubs in virtually every locality provide

additional examples for the uplifting of the human spirit.

      In the same upward spirit, this dissertation attempts

an understanding of Theory W as a perpetual up-lifting

action-initiating tool.

      A visual aid. Cardboard provides more strength than

paper for constructing a visual representation of a Theory W

organization.

      Take a piece of paper or card stock, usually of

rectangular shape, fold one of the short edges in half and

mark the halfway point with a short crease.  With a scissors

or paper cutter, cut from each corner of non-creased edge

straight up through where the crease marks that edge's

mid-point.  Make three triangles of the type described

above.  They are called isosceles triangles.  Now take

another piece of paper or card stock and make an equilateral

triangle.  Use the short edges of the isosceles triangles to

measure the required three sides - each of equal length and

equal to the base-length of the three isosceles triangles.

Tape the four triangles together to form a pyramid.

      The visual result. Look at the resultant geometric

figure resulting from the above instructions.  That

three-sided pyramid can be seen to represent an organization

- any organization, even the individual as an organization.

      While looking directly at each side, imagine that the



 

 

 

 

 

Theory W  page 362                                  Pyramid

side is clear.  Note how the other three sides can be seen

when looking through each of the sides.

      Theory W professes that no matter which side of an

organization you are working with - be it technology,

formal, informal, or functional - the other three sides must

be seen as impacting on the current organization development

work.  For example, if you look through the functional side,

you see the formal, informal, and technology side merging

with your functional view.  The important point of Theory W

is that you literally can see all four sides of an

organization no matter which side occupies your primary

attention.  Thus, if you are working with the functional

side, the formal, informal, and technology sides are there

for you to also see and consider.

      Three versus two dimensions. Learning utilizes the

association of two variables, one step above the rote memory

characteristics of dealing with one variable.

      In learning about organization, hierarchy can be seen

to take up the space two dimensions.  Thus when more than

two dimensions are packed into the two dimensional

pyramid,47 the sense of functional priority diminishes.

The matrix organization structure thus stumbles when

attempting to communicate the concept of project and task

priority.  With matrix, as the top of the triangle displays,

the formal "boss" structure maintains its hold upon the



 

 

 

 

 

Theory W  page 363                                  Pyramid

hierarchical display.

      To better cope with the dimensional complexities of

organization education, Theory W presents the three-sided

and three-dimensional pyramid, releasing one triangle

dimension each for the formal structure and for the

 

functional structure.

      An organization structure? The three-sided pyramid

provides enough "room" for the separate expression of the

formal, informal, and functional organization structures -

not one of which operates to the exclusion of another.

      Theory W, as it includes the three-sided pyramid,

cannot be called an organization structure.  Nor can

Organization Development be considered an organization

structure.  But neither can an organization structure

implement itself.  Thus concepts such as Theory W,

Organization Development, and Matrix Organization, are

invented to guide the implementation of organization

structure.

      Three structures in one pyramid. Individuals

implement organization structures, and for individual use,

 

Theory W presents three structures.

 

____________________

 

      47 The two dimensional triangular figure and the

pyramid appear to incur synonymous use in the literature of

organization.



 

 

 

 

 

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Table 46 - Structures of Theory W pyramid 

____________________________________________________________

 

 Organization

       structure      Conceptual base

 _______________      _____________________________________

 

 pure formal          power             (military & church)

 pure informal        selves             (Hawthorne effect)

 pure functional      value       (tasks linked to mission)

 pure technology      foundation      (tools of production)

____________________________________________________________

Note: All organization have some output, outcome, and

production process.

      The formal organization has been with the church and

military seemingly forever.  This structure has emphasized

service and can be seen to emphasize responsibility and

evaluation.

      In the 1900s the science of administration discovered

another triangle for the pyramid - the informal organization

- more currently exemplified by the Japanese quality circle

or Just-In-Time inventory control personnel programs.48

The Japanese cultural values apparently turn the

Hawthorne-effect into a dynamic positive force for

actualizing the organization aim.  This structure can

continually facilitate renewal ideas from the organization

members who are themselves facilitated to become workers

with more expertise - functional visibility being promotive

of more expertise of all concerned.

      The third side of organizational conceptualization



 

 

 

 

 

Theory W  page 365                                  Pyramid

involves the why and the way to actualize the purpose of the

organization.  Contribution of the individual to the whole

can be seen evidentially.  The leadership pull of functional

authority can be unblocked in conjunction with turning the

informal structure into alignment with the organization aim.

      Theory W pursues further specificity in understanding

this pure functional authority of an organization based on

continually evolving technology and worker needs.

      The output mission encompasses a target audience or

marketplace and should lead the organization's work over

decades of time.  The output mission umbrellas objectives

which might take years to actualize.  Individual work and

the resulting personal actualizations are meant to cooperate

with others and to contribute to the organization output.

The individual's work has both routine tasks (daily, weekly,

monthly, etc.) and project tasks (which might last years).

To make these tasks known and shown as strategically logical

can be seen as the work of administration as a science - the

science of pure functional organization.  The model and

technology presented in this dissertation are meant to make

 

a scientific contribution to any human organization.   

 

____________________

 

      48 Many organizations plead that they are democracy

and consensus oriented.  Democracy, in a sense, relegates

the formal and functional structures, thus stagnating

organization operation at the informal structural level.



 

 

 

 

 

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      Universality. The Theory W pyramid intends to provide

a universal model of organization for Management,

Administration, Organizational Development, and personal

popular-Psychology use.

      Based on the universal three-sided pyramid of

organization, Theory W concentrates on the pure functional

structure - but again - not to the exclusion of the formal,

informal, and technological structures.

A proposition about work 

      Organization work - be it seen from the formal,

informal, functional, or technological side - can become

more beneficial (that is, closer to optimization) if the

organization's members can continually see the functional

authority which can be actualized by them and the other

organization members.  A hierarchical list of the

organization's work functions provides evidence that can be

 

seen as reliable and valid.49

      Thus the product of Theory W can be seen as a

renewable resource to prevent slipage relative to

actualizing the organization's purpose and in that way

optimizes member's job-time.

 

____________________

 

      49 A chorus of miracles results from Theory W

implementation.  The Theory W "chorus of miracles" can be

seen as a next step from "A course in miracles."  In this

sense Theory W encompasses the practically of integrating

God authority into organization structure.



 

 

 

 

 

Theory W  page 367                                  Pyramid

      In the context of the individual as a organization

where job-time is life-time, continual renewal can minimize

"check-out time" assuming the correct support.

      Scheduling organization work. Activity schedules are

everywhere in our complex society.  And many times our

strategy driven schedules must be adjusted.  accordingly.

The dynamics of different organizations with different

strategies adjust dynamicly.  Different organization

strategies can thus be seen to cooperate.  If these strategy

dynamics are taken for granted, they can be said to exist

though the subconscious.  Theory W, on the other hand,

provides a conceptual construct for the conscious viewing of

the organization - the pure functional organization, as

contrasted with the formal and informal views of

organization.

      A schedule supports strategy.  An effective schedule

supports a strategy - with the mission of an organization at

the top of the triangle.  One could argue that a schedule

should be constructed only from a strategy.  That would be

an optimum regarding productivity.  Since productivity

simply compares output and input.  The input of strategy

into an organization would optimally direct the tactical

outputs.  Strategy, as the functional structure of the

organization results in a circle of activity - feedback if

you will.



 

 

 

 

 

Theory W  page 368                                  Pyramid

 

      Application difficulties.

 

      In problem solving we move upward from concrete data

   to work out procedures, form theories, and draw abstract

   conclusions.  We move back down to more concrete thinking

   when we consolidate information, apply it to a problem,

   and test our solution.  When we teach people these

   analytic skills along with, and applied to, technical

   information, they learn to solve existing, as well as

   new, problems by using their own internal problem-solving

   resources.  By graduating workers who are comfortable

   with moving up and down this learning pyramid, you are

   graduating workers who can digest facts and require

   significantly less on-the-job training each time new...

   processes are introduced.  (30 20)

 

      High technology thought level.

 

      Between 50 percent and 70 percent of adults have not

   achieved fourth level thought.  (32 5-6)

      Fourth level thought was first described by Piaget

(34 156-64) and is critical in the high-tech workplace

(30 19).  A classical education model called the "thinking

pyramid"(30 20) encourages the mind to transcend to the

higher levels for more effective problem solving by the

worker.

Organization development 

      The key words of Organization Development are montage,

gestalt, behavioral science, change agent, action research,

and interventions.  These words would seem to cover anything

that a developing organization would or could need for a

process of planned improvement.  The roots of Organization

Development come from the theory and technology of applied

behavioral science (117 1-2).



 

 

 

 

 

Theory W  page 369                                  Pyramid

      Potential flaw. Organization Development thusly

provides a proclaimed all-encompassing organizational tool

of intervention, action research, and change based on

behavioral science.  However, there exists a potential

weakness in the equating of the individual with animalistic

behavior.  Beyond behavioral science there are other

entrances to planned organization improvement which are

potential more fruitful for the human spirit than

animalistic behavior techniques.  The alternatives, still

very much within the science of psychology are cognition and

humanism.  Cognition likens to recognition and humanism

likens to basic human needs.

      The essence of behavioral science, although

interesting for understanding the "dark side" of the human

worker, cannot shed the animalistic behavioral orientation

of its history.  The expert workers of future potential

could be better schooled in the adulthood responsibility of

individual choice.  Animals can be seen to have trainable

behavior reinforceable with positive and negative force.

Animals however, do not have logical choice, they have

instinctual reactions.  Animals have behavior whereas

individuals as expert workers, including the youngest

students, have choice.  When subjected to behavioral

philosophies, workers can perceive being treated as an

animal.  The message from the more rational administrator



 

 

 

 

 

Theory W  page 370                                  Pyramid

who champions the expert human worker can be seen as saying

something which has the following effect.  "The individual

worker chooses.  They will not be transformed by

organization development behavioral techniques into a

trained animal."  Too many non-well organizations, apart

from being the victims of technological advance, insist on

animalistic imprisonments to "improve" their organizations.

      Religious protest. From a religious perspective, the

first level of Jesus' love according to Powell, integrates

with the humanistic philosophy of psychology rather than the

behavioral science of Organization Development.  That first

level of love can be seen as respecting an individual's

choice.  Thus the logically loving administrator can be seen

as using individual choice techniques as a basis for

 

organization development.50

      The future. From the above perspectives of psychology

and religion, the behavioral science of Organization

Development itself can be seen to be needing its own

prescription of intervention, action research, and change.

If Organization Development has or will evolve to a position

 

of non-behavioral principles, then it should be able to

 

____________________

 

      50 Many times non-choice scenarios are disguised,

blatantly called choice, or otherwise actuated under the

guise of responsibility.  Models of developing

responsibility need to have the element of consequential

choosing.



 

 

 

 

 

Theory W  page 371                                  Pyramid

clearly reveal those renewable principles.

      The expert worker. Importantly for the wellness of an

organization, the expert worker as a member should have the

tools to reveal the principles underlying a well

organization.

      Any worker can answer the question, "Is this a well

organization?"  Workers carry with them their feelings and

concerns about their organization.  If the worker replies,

"No!  This is not a well organization," then both the worker

and the organization are in reversal.  Reversal being a

declining ratio of output compared to input.

      The expert worker should be able to answer other

questions.  "In what way is the organization being renewed?

Are those ways consistent with the whys of (1) the concept

of an expert worker, and (2) the organization of which the

expert worker is a member?"

      Behavioral extinction. Foundational to organizational

development is the concept of behavioral extinction.

Hopefully the reader will bring to their consciousness, the

subconscious feeling brought about by being equated to an

animal.



 

 

 

 

 

Theory W  page 372                                  Pyramid

 

Figure 27 - Behavioral extinction 

____________________________________________________________

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

           Graph showing the decline of

                 training proficiency with time.

 

 

 

 

 

 

 

 

 

 

 

 

____________________________________________________________

Note: Results of experiment based on animal behavior.

 

      On the other hand, one can use animal behavioral

understanding to reveal what the human condition needs in

order to combat the animal trait of behavioral extinction.

From humanistic scientific psychology those needs would be

categorized as a hierarchy of growth needs on top of

 

relatedness needs on top of existence needs.



 

 

 

 

 

Theory W  page 373                                  Pyramid

      Bad informal organization? One extension of

behavioral extinction places blame for non-perfect learning

and behavior, thus it sees "Hawthorne type" informal

organization activities as covert, working against the

functional aims of the organization.  The reasoning: if the

time for non-functional activities can be eliminated there

exists more time for functional activities.  In an opposing

view established by scientific method, informal organization

activity can be seen as a vital facet of every organization.

 

Figure 28 - Covert organizational aspects 

____________________________________________________________

____________________________________________________________

Note: (99 28) titled Organizational Iceberg.



 

 

 

 

 

Theory W  page 374                                  Pyramid

      According to Theory W scientific differentation, the

four facets of every organization can be seen as pure

formal, pure informal, pure functional, and pure technology.

Each of these structures have advantages.

      Intervention into the organization process. The

figure below views Organization Process Development from the

intervention mode - note the complexity which characterizes

Organization Development.  Another figure further

exemplifies the complexity of the Organization Development

process from the research variable view.  Yet another figure

provides insight into the outcome variables of Organization

Development work.  Thus we have independent and dependent

variables, respectively.  These complexities hardly form a

montage.  The activity list, the list of research variables,

and the list of outcome variables represent the complexity

of organization development work until a more relational

structure or structures can be shown.

      Theory W can be seen as a contribution of specific

 

relational structure - an intervention tool if you will.



 

 

 

 

 

Theory W  page 375                                  Pyramid

 

Figure 29 - A view of intervention 

____________________________________________________________

____________________________________________________________

Note: (96 25) titled The OD Cube: A Scheme For Classifying

OD Interventions.



 

 

 

 

 

Theory W  page 376                                  Pyramid

 

Figure 30 - Action research variables 

____________________________________________________________

____________________________________________________________

Note: (92 526) titled Organization Development Research

Variables - Process.



 

 

 

 

 

Theory W  page 377                                  Pyramid

 

Figure 31 - Change as outcome variables 

____________________________________________________________

____________________________________________________________

Note: (92 527) titled Organization Development Research

Variables - Outcome.



 

 

 

 

 

Theory W  page 378                                  Pyramid

 

      Theory W action research. From a measurement view,

the above dependent variable of "initiating structure" can

use Theory W as the initiation of a functional organization

structure.  Organization Development would then measure

 

outcome(s) - figures below provide a few examples.



 

 

 

 

 

Theory W  page 379                                  Pyramid

 

Figure 32 - Outcome measurement 

____________________________________________________________

____________________________________________________________

Note: (94 228) titled Percent Of Change In Operating

Efficiency, Performance, and Performance Comparisons

respectively.



 

 

 

 

 

Theory W  page 380                                  Pyramid

 

      Theory W structure facilitates the visibility of work

 

Division - one of the six elements of the Organization

 

Development process model shown below.

 

Figure 33 - Input and output variables 

____________________________________________________________

____________________________________________________________

Note: (95 141) titled The Six-Box Organization Model.



 

 

 

 

 

Theory W  page 381                                  Pyramid

 

      The following figure solidifies the Organization

Development process as a productivity issue.  Productivity

 

being organization output divided by organization input.

 

Figure 34 - Input-output terms 

____________________________________________________________

____________________________________________________________

Note: (95 142) titled The Six-Box Organization Model Using

Input-Output Terms.

      The outcomes of (94 228) can be seen as translating to

(95 142) outputs.

      The figure below sets forth generalized "Personal and

work outcomes."  Note well that the "Critical psychological

state" is work with the task being one of the important job

 

dimensions.



 

 

 

 

 

Theory W  page 382                                  Pyramid

 

Figure 35 - Job change strategy 

____________________________________________________________

____________________________________________________________

Note: (93 311).  Source: J.R.Hackman, G.Oldham, R.Janson,

K.Purdy (1975) A new strategy or job enrichment.  University

of CA in CA Management Review vol.18,no.4,p.62.

      But these processes lead more directly to employee

fulfillment per the following figure.  The figure emphasises

that "Organization structures" is the direct driver to "Task

accomplishment."  Therefore some functional task

 

organization tool such as Theory W is mandatory.



 

 

 

 

 

Theory W  page 388                                  Pyramid

 

Figure 36 - Structured task fulfillment 

____________________________________________________________

____________________________________________________________

Note: (91 32) titled Approaches to Organization Development.

      The following two-part figure provides a map of

Organization Development so that "Organization structure"

can be delimited (specifically 90 83) - Urwick, Barnard,

McGregor, Likert, Bennis, Shepard, Argyris.  More comment on

 

the OD realm further in this chapter.



 

 

 

 

 

Theory W  page 384                                  Pyramid

 

Figure 37a - The OD realm 

____________________________________________________________

____________________________________________________________



 

 

 

 

 

Theory W  page 385                                  Pyramid

 

Figure 37b 

____________________________________________________________

____________________________________________________________

Note: (90 82-3) titled Strategies Of Deliberate Changing.



 

 

 

 

 

Theory W  page 386                                  Pyramid

      An example of the formal organization appears in the

following figure.  Attempt to imagine the differentiation

between the left-hand structure and the right-hand process.

A review of college textbooks provides a clearer focus on

organization structure than the Organization Development

field (112 1+).

 

Figure 38 - Structure versus work process 

____________________________________________________________

____________________________________________________________

Note: (89 346) titled Types Of Organizations.

      Theory versus OD. Organization theory provides a

structural tool for organization members to use in

increasing its ratios of output to input, whereas



 

 

 

 

 

Theory W  page 387                                  Pyramid

Organization Development attempts to provide behavior

improvement.  Although a new theoretical tool needs a

facilitator, the Theory W tool can be seen as "a do it

yourself" experience.

      Organization Development, in contrast to Theory W,

usually intervenes upon political decision.  The political

empowerment of intervention taints the transfer of change to

the "now do it yourself" implementation phase where the

interveener withdraws from the particular output/input

realm.  That inherent taint hinders the greater magnitude

which can be achieved under a non-intervention approach.

Theory W can be seen as an example of a non-intervention

approach because it uses existing strategy and workers as

input.

 

Table 47 - OD versus Theory W 

____________________________________________________________

 

O.D. terminology     Theory W terminology

___________________  _______________________________________

 

montage              "why together" structure polarizes work

gestalt              synergism as a 2+2=5 greater whole

behavioral science   psychology of individual worth

change agent         organization member leadership wants

action research      measured mission and way attainment

intervention         wider perspective learning facilitation

improvement process  workflow-to-mission actualization

____________________________________________________________

 

      Theory W within OD realm. Organization Development as

a field of study presents an overview of associated

literature - a context if you will.  The above two-part



 

 

 

 

 

Theory W  page 388                                  Pyramid

figure provides a view of that realm.

      The will to see. Understanding theory, modeling,

hypothesizing, and testing can be seen as work - minded

human work.  Minded seeing can be described as Theory C -

c'ing ideas if you will.  The above two-part figure can be

seen as a model of the minded knowledge in existence, which

surrounds Theory W.

      Theory W is a model of organization structure.

      An inside-out realm of work. The human mind thinks.

Theory W sees that every human worker mind thinks - all of

its time.  A mind possessive of its time demonstrates a

certain psychological wholeness.  Thus Theory W

scientifically numbers all of each particular mind's time as

24 hours each day.  Psychology thus operates within the

context of each mind - a micro sense of the mindedness of

the human world.

      A macro sense of the human world can be taken as the

above two-part figure - the thrust idea being the deliberate

changing of minded work in the world.  Each author protrays

a thrust which in total are termed strategies - connected by

lines similar to that of a normal organization chart.

      Each author as well as the author of the figure had an

aim of thought - a central theme.  Yet all these themes have

a commonality in their attempt to model the human world - a

non-denial of humanity if you will to think that thought.



 

 

 

 

 

Theory W  page 389                                  Pyramid

In contrast, Theory W thinks that the expert worker is the

central theme of functional organization structure.

Thinking, then believing, are two different things.  Theory

W means to provoke thought, then elicit belief.  The expert

worker being the primary believer.

      Theory W OD reconciliation. Using the above two-part

figure, take the points of Organization Structure and

Scientific Management, pinch the two in the thumb and index

of each to a hand as if the realm was a soft balloon, push

in so that the two points come together inside the balloon,

keep them together, and now turn the balloon inside out so

the aim of the new realm can be seen as structured work in a

scientific data base, with all the other "strategies"

supportive of the expert worker.  That, in OD realm terms is

 

the Theory W three-sided pyramid.



​                                                               ​                                                                                                                                                                                                                                                                                                                                               

 

 

 

 

                                               Theory W  390 

 

Chapter 6 - Propositions and hypotheses 

 

      A new theory?

      Proposition seeds

      Propositions

      Hypotheses

      Review.  Steps have been provided encompassing the

history of organization from business and education views,

its scholars, the various structures of organization, and a

macro sense of Theory W.

      Summary.  Define theory, defend Theory W, set forth

norms for the performance of good theory, and delineate

propositions and hypotheses.

      Next.  Provide a micro sense of Theory W - a pure

functional structure of organization.

A new theory? 

      Theory W claims to represent scientific thought toward

seeing a universal concept of pure functional organization.

      First, what makes a theory?  Webster's Third (1983 sv)

provides a checklist for a supposed theory.

 

1. An imaginative contemplation.

2. A procedure as a basis of action.

3. An ideal.

4. A body of knowledge in association with practice.

5. A content formed as an intellectual discipline.

6. Pure as distinguished from applied science.

7. A coherent set of hypothetical, conceptual, and pragmatic

   principles forming a general frame of reference.

8. Abstract knowledge (not tied to a single or few

   experiences).

9. Intellectual inquiry.

10. A systematic analysis, elucidation, or definition of a

   concept.

11. A proposition.



 

 

 

 

 

Elements                                       Theory W  391

 

12. A hypothetical entity or structure explaining or relating

   an observed set of facts.

13. A working hypothesis or conceptual analysis but not

   conclusively established or accepted as law.

      Second, can the above theory makings be expressed in

 

Theory W terms, that is, verb-descriptor-nouns?

 

Table 48 - Theory definition 

____________________________________________________________

 

      Act Verb       Descriptor     Noun          Done

      ___ __________ ______________ _____________ ____

 

      1   imagine                   contemplation  ?

      2   express    action         basis          ?

      3   hold       aim            ideal          ?

      4   associate  knowledgable   practice       ?

      5   form       disciplined    content        ?

      6   isolate    science        purity         ?

      7   form       reference      principles     ?

      8   tiein      many           experiences    ?

      9   question   intellect      reasonings     ?

      10  outline                   elucidation    ?

      11  analyze                   propositions   ?

      12  explain    observed       facts          ?

      13  negate     conclusive     law            ?

____________________________________________________________

 

      Imagine contemplation. Previously, the Theory W

structure has been contemplated within the context of

business and education administrative history, and the

verbage of a number of authors and scholars, as a

three-sided pyramid - organization structures of formal,

informal, and pure functional, on a base of technology.

      Express action basis. The verb-descriptor-noun

phrasing succinctly expresses the action basis of Theory W.

      Hold aim ideal. The ideals of strategy and the



 

 

 

 

 

Elements                                       Theory W  392

statement of mission were held up as ideals, providing

functional authority in contrast to dysfunctional authority.

      Associate knowledgable practice. Using growing

personal case study of practical application from the

decades of the 1960s into the 1990s, a significant

universality was seen to exist in application.

      Form disciplined content. Considerable effort was

extended to subject a fledgling Theory W to the rigors of

Doctor of Philosophy programs and a practical personal

writing scheme.

      Isolate science purity. A personal security was

formed about the worthiness of a new significant theory of

organization, regardless of opposing direction from

employment programs and Doctor of Philosophy programs.

      Form reference principles. The independent

dissertation process formed principles on writing, provided

a student exercise into scholarship, and encouraged more

possible writing.  The probability of finding open-minded

publishers or sponsors may be unlikely.  A 350 publisher

search51 seems to be too big an effort.  Yet a constant

commitment within the context of a balanced life can be

 

seen.

 

____________________

 

      51 Pirsig's effort to publish Zen And The Art Of

Motorcycle Maintenance.



 

 

 

 

 

Elements                                       Theory W  393

      Tiein many experiences. Many case studies have been

documented.

      Question intellect reasonings. The separate faceting

of pure formal, pure informal, and pure functional

structures AND the integration of strategy and job

descriptions AND the application of the same theory to

organization of the individual are intellectually

significant.

      Outline elucidation. Although traditional

dissertation divisions were referenced, Theory W (or the

author) seemed to need more exhaustive treatment.

      Analyze propositions. The subject of this current

chapter.

      Explain observed facts. When all is done the most

important functional structure can be seen as supported

(facilitated) by the informal structure (responsibility)

which in turn is supported (facilitated) by the formal

structure (accountability).

      Negate conclusive law. Visualizing a replacement

theory or arguing the finality of Theory W as law at this

point in time would be premature and counter productive -

against the timely completion of an attempted statement of

 

Theory W circumstances.



 

 

 

 

 

Elements                                       Theory W  394

 

Table 49 - Theory W definition? 

____________________________________________________________

 

      Act Verb       Descriptor     Noun          Done

      ___ __________ ______________ _____________ ____

 

      1   imagine                   contemplation  yes

      2   express    action         basis          yes

      3   hold       aim            ideal          yes

      4   associate  knowledgable   practice       yes

      5   form       disciplined    content        yes

      6   isolate    science        purity         yes

      7   form       reference      principles     yes

      8   tiein      many           experiences    yes

      9   question   intellect      reasonings     yes

      10  outline                   elucidation    yes

      11  analyze                   propositions   yes

      12  explain    observed       facts          yes

      13  negate     conclusive     law            yes

____________________________________________________________

 

      Theory construction. Now the rules for the

formulation of a theory need to be discussed.  The form of

the rules vary from very concise to fairly specific.  First,

 

the very concise form -

 

      A good theory provides us with a reasonably reliable

   means of prediction.  (231 1)

 

      Second, the more specific form -

 

      In achieving...final form for a theory, no precise

   guidelines are offered.  It should be stable in the face

   of new data, and rich in detail.  In achieving such

   detail, the collection of different slices of data is

   favored.  (115 35-6)

      There are no obvious, preferable, logical alternatives

   to the structure-conduct-performance approach, because

   what one regards as an alternative depends on the purpose

   at hand.  (115 211)

      Theory W can be seen to have reconciled all predicted

jobs with all predicted tasks validated with whole hour data



 

 

 

 

 

Elements                                       Theory W  395

across many enterprises over many industries - providing a

reasonably reliable means of prediction.  Further chapters

present that material.

      Now further detail on the

structure-conduct-performance approach to performance

 

measurement.



 

 

 

 

 

Elements                                       Theory W  396

 

Table 50 - Theory performance measurement 

___________________________________________________________

 

Structure norms

 

1 Show individual worktasks

2 Measure quality differentials

3 No impediments to mobility

4 Reasonable availability of market information

5 Uncertainty about improvement source

6 Freedom from legal restraint

7 Development of new contacts

 

Conduct norms

 

1 Independent critical thinking

2 No shielding of inefficiency

3 No unfair, exclusionary, predatory, or coercive tactics

4 Discrimination within reason

5 Reasonably honest sale promotion

6 Rapid response to obvious improvements

 

Performance norms

 

1  Efficient time on task

2  Reasonable promotional expense

3  Investment, efficiency, and innovation rewards

4  Output consistent with efficient resource allocation

5  Minimal distractions from task

6  Quality consistent with consumers' interest

7  Appropriate exploitation of improvement techniques

8  Conservation requirements respected

9  Output responsive to consumers' needs

10 Reasonably free entry of individuals and tasks

11 Regard for national requirements

12 Avoidance of excessive power in few hands

13 Regard for employees' welfare

___________________________________________________________

Note:

      The more and better a theory scores on the above

   norms, the more worthy it is and the more worth it can

   bring to the user.  (115 125)

Proposition seeds 

      This dissertation centers around the author's career



 

 

 

 

 

Elements                                       Theory W  397

jobs, fitting on-the-job observations with existing academic

knowledge and structuring a Theory W of functional

organization to complement the informal and formal concepts

 

of the organization.

 

      One way of reporting on my writing process uses the

   happenings of my current job as a entrance into the body

   of Theory W.  I feel that I have lived and worked Theory

   W all of my life.

 

      See Personal Propositions section below.

 

      Parallels to Theory W.

      The individual as an organization moves from existence

needs, to relatedness needs, and on to growth needs

(Alderfer in place of Maslow).

      Strategy progresses from the organization's mission,

to individually measured objectives, and on to individual

implementation as part of the whole.

      The management science project concepts of PERT, CPM,

and Gantt charting can be database-computerized with the use

of the computer science concept of the precedence network

(Operations Management).

      Theory W characteristics.

      Theory W purports to be universal in the same spirit

that all individuals are managers.

      Theory W stresses why and the way in which an

organization actualizes its work.

      Theory W reconciles to the most fundamental human



 

 

 

 

 

Elements                                       Theory W  398

resource of whole hours, rationalizing the view that the

human works 168 hours per week as a basic individual growth

objective.  (The weekly growth objectives relate to the

human growth mission.)

      Theory W evidences the relationships that we, those

who constitute the organization, implement together.

      Theory W resorts the computerized-database of work

task functions into job descriptions which facilitate the

individual's measurement of their contribution to the

organization's mission.

      Theory W emulates the causal research design.

      The aim creates reality in the mind.

      Theory W dynamically structures togetherness yet

emulates an individual and individualized work station.

That mode of dynamicism can be seen as being opposed to

 

being rigidly designed.

 

      The paedogenic [the child within the worker] mode is

   anti-design; it does not concretize out of an intention,

   a designed object, a social structure, a procedure, etc.

   It is a process which creates what is.  The source of

   energy that leads to the creation is varied.  For some

   people, it may be to achieve simplicity; for the theory

   builder, it may be understanding; for the religious, it

   may be the movement towards divine unity.  Paedogenic

   design, at its highest level, is inarticulate,

   uncommunicable, and so the product cannot be concretized.

   It just is.  (108 289)

      Theory W provides a structure which articulates and

communicates organization unity, understanding, and

simplicity.



 

 

 

 

 

Elements                                       Theory W  399

 

      The search for applied science.

 

      The caterer's tale is not so much one of designing as

   of anti-design.  The design event metaphorically moved

   the management out of the kitchen to join the student's

   experience.  In the act, it destroyed the managers'

   accepted world, replacing it with one which was not yet

   articulated with procedures, designed objects, criteria

   of judgement, etc.  For those managers it created a new

   reality.  (108 289)

      Scientific preference? With Theory W, the process of

management moves from art to science. Can management art

succumb to management science?  What lies ahead?  Will

 

Theory W be used in the future?

 

      In the futurist literature...the dominant

   ideology...has seemed to express a preference for elegant

   argument over evidence.  (131 11)

 

      Baber testifies that -

 

      where bureaucracy depends on job specialization to

   cope with complexity, matrix organization forsees a

   highly professional work force whose major talent is

   flexible response to complex and changing circumstance.

   Instead of career service as a tool of acquiescence,

   matrix organization substitutes the notion of career

   development involving changes in structure to promote

   personal growth.  Rules provide the beginning point for

   interpersonal negotiation rather than the end of it, and

   task effectiveness is substituted for the standard of

   process efficiency that dominated bureaucracy.

   (131 28-9)

      Theory W views a more rational, as professional, work

force rooted in the elemental question of Why.  Putting

Baber's differentiation methodology aside, we see this more

rational work force as responding more flexibly to the

 

changing of complex circumstance.



 

 

 

 

 

Elements                                       Theory W  400

 

Table 51 - A worker's worknet 

____________________________________________________________

 

                                             Precedence

 

    Act Verb       Descriptor     Noun          Why Way

    ___ __________ ______________ _____________ ___ ___

 

     1  grow       good           feelings       0   2

     2  relate to  organization   others         1   3

     3  provide    existence      needs          2   0

____________________________________________________________

 

      Most administrators can see that higher Theory W

technology will assist in refining organization structure.

Theory W as a hi-tech organization structure simply begins

as Why.  Thus Theory W directly addresses Baber's personal

growth promotion by integrating Alderfer's and Maslow's

hierarchy of personal motivational needs.  From the singular

individual organization to the largest multi-member

organization, the human model as Theory W, strategizes

growth built on relatedness, with a foundation of existence

securities.

      Further more complex application of Theory W's

simplistic principles remain to be explored in the next

chapters.



 

 

 

 

 

Elements                                       Theory W  401

      Matrix characteristics for differentiation with

 

Theory W.

 

      The ideal type of matrix organization:  (1) two or

   more intersection lines of authority, (2) achieve their

   goals through task-oriented work, (3) their members are

   drawn from functional departments, (4) task [individuals]

   are temporary.  and (5) functional departments

   continue...for routine personnel functions and

   professional development.  (131 31)

      Functional departments as part of the formal structure

has a long and diverse history - figures 15 and 20.  The

following figure verifies several types coming out of

 

studying 31 organizations.



 

 

 

 

 

 

Elements                                       Theory W  402

 

Figure 39 - Perverse formal structure 

____________________________________________________________

____________________________________________________________

Note: (175 28b) titled General Management Through Chief

Executive And Council Of Divisional Executives.



 

 

 

 

 

Elements                                       Theory W  403

      Yet there can be found a few pyramid structural usage

 

- figures 19 and 22 and the following figure.

 

Figure 40 - Thinking pyramid 

____________________________________________________________

____________________________________________________________

Note: (30 19-20) titled "thinking pyramid" (Figure 2).

 

      With this pyramidal glimmer, there still exists the

basic subservience of functional structure to the formal

division executive or manager - figure 39 above and the

 

following figure.



 

 

 

 

 

Elements                                       Theory W  404

 

Figure 41 - Organization approaches 

____________________________________________________________

____________________________________________________________

Note: (131 39) titled Basic Approaches To Organization

Management adapted rom R.A.Goodman (1970) Organization

preferences in research and development.  Human Relations

v.23, p.279-98.



 

 

 

 

 

Elements                                       Theory W  405

      Apparently Theory W can contribute to raising

functional structure to an equal stature with the formal and

the informal.

 

Propositions 

 

      A proposition is -

 

1. a proposing;

2. a proposal;

3. an offering

4. a project;

5. an undertaking to be dealt with;

6. in logic, an expression in which the predicate affirms or

   denies something about the subject;

7. in mathmatics, a theorm to be demonstrated or a problem

   to be solved; and

8. in rhetoric, a subject to be discussed or a statement to

   be upheld.  (61 sv)

 

      Propositions from the literature -

 

1. Task groups compete with one another for priority

   support.

2. Competition among task groups yields system-level

   benefits.

3. Task groups seek to convert competitive advantages into

   group autonomy.

4. Task groups will redefine their own tasks to achieve

   priority support and autonomy.

5. Interfunctional groups are used to settle (or defer)

   jurisdictional disputes.

6. Growth of interfunctional groups generates new

   jurisdiction disputes.

7. Interfunctional groups do not require a consensus of

   intent to operate.

8. Interfunctional conflict is unlikely as long as task

   groups are preceived to be temporary.

9. Membership in temporary task groups disturbs role

   identity.

10 Goal ambiguity results in task discretion at the level of

   the group.

11 Task discretion implies latitude in building task groups.

12 Given task discretion, task groups develop stable

   inventories of skills.

13 Given discretion, task groups will select problems that

   can be solved with existing skills.



 

 

 

 

 

Elements                                       Theory W  406

 

14 Established task groups resist imposition of novel

   problems in order to protect existing skills.

15 In order to resist imposition of novel problems, task

   groups become homogeneous and closed.

16 Closing of task groups prevents problem confrontation.

17 In the absence of problem configuration, task

   organizations resort to compromise and coercion.

   (131 70-3,83-6)

      Other propositions.

      Individuals, groups, and employers, as organizations,

have always had aims.

      Aims can be looked upon as tasks.

      A higher order aim can be expressed as a mission.

      A mission begins the strategy process.

      Vision communicates the mission by processing the

organization tasks.

      Functional organization has and will exist as part of

human rationale.  This goes against the current thought for

Matrix Organization In A Postindustrial Society as purported

in the following figure.  The dicotomy of control-choice

thinking seems to rule out another "new" functional

 

structure.



 

 

 

 

 

Elements                                       Theory W  407

 

Figure 42 - Organization types 

____________________________________________________________

____________________________________________________________

Note: (131 97) titled Types of Organization According to

Choice of Internal-External Change Mechanisms.

 

      There seems to be a need for another basic structure

of organization in addition to the formal and informal

structures referenced above.  But can there be a transfer of

successful functional structure practice and development?

 

      Specialism transfer.

 

      Just as Taylor claimed there to be one best way to

   perform a task, the principles, concerned with waste,

   duplication, and inefficiency, attempted to impose

   Taylor's version of order on the practice of public



 

 

 

 

 

Elements                                       Theory W  408

 

   administration.  (131 15)

      Additionally, the administrative structures of Fayol,

Gulick, and Urwick developed with many close parallels to

Weber's ideal type of bureaucracy - all were deemed to be

"highly compatible approaches to the problem of

complexity."(131 16)

      Theory W desires to provide a compatible approach with

the formal and informal structures in solving the complexity

of organization.

 

      Personal propositions.

 

Proposition:  Time measures life.

Proof:        I am 51 years old.

 

Proposition:  Measurement concerns science.

Proof:        There are chemical elements, physical laws,

              psychological principles, etc.

 

Proposition:  Human organization uses animal and

              intellectual principles.

Proof:        Animals have power and reaction to model

              training.  Intellectuals have logic.

              (Command threatens.) (Reason rationalizes.)

 

Proposition:  Human feelings = joy-sorrow,

                               love-hate, and

                               freedom-fear.

Proof:        Psychology.

 

Proposition:  Humans manage themselves.

Proof:        Humans choose their actions.

              (Work = 24/day, 168/week)

 

Proposition:  Humans need info to manage.

Proof:        Scientific management (Taylor 191x)

 

Proposition:  Workers need whole-life information.

Proof:        Time measures life. Stop, look, and listen.

              (Take your time, research info, talk/write.)



 

 

 

 

 

Elements                                       Theory W  409

 

Proposition:  Life-tasks produce happiness.

Proof:        Only if individuals choose.

 

Proposition:  Hours make an individual life.

Proof:        Hours make days. Days make weeks.

              Weeks make months. Months make quarters.

              Quarters make years. Years make decades.

              Decades make an individual life.

 

Hypotheses 

 

      A hypothesis is -

 

   from the Greek - groundwork, foundation;

1. a supposition; a proposition or principle which is

   supposed or taken for granted, in order to draw a

   conclusion or inference for proof of the point in

   question; something not proved, but assumed for the

   purpose of argument;

2. a system or theory imagined or assumed to account for

   what is not understood.  (61 sv)

      Repeating prior initial hypothesis information from

 

this dissertation.

 

      A pattern appears - the top mission provides the

   authority for a cascade of goals, objectives, and task

   implementations.  Theory W views this top-down waterfall

   as the process of strategy.  Now a hypothesis can be

   formed.

      If a particular organization's waterfall of work tasks

   can be easily traced to the top mission statement, the

   validity and reliability of the pure functional

   organization structure can be said to exist.  In other

   words, you can understand the pure functional

   organization structure by reading its database and you

   can retrace its dynamics over and over again.  (63 357)

      An organization structure able to generate job

   descriptions for a large number of members becomes very

   complex and thus requires the maintenance of a flexible

   yet rigorous hierarchy.  Theory W provides that hierarchy

   through a precedence network database.  (63 a129)

      A top-down list of the work functions provides the

   opportunity to arrange tasks in priority (hierarchical)

   order.  The frequent use of the formal organization chart

   establishes the attractiveness of a hierarchical chart

   over narrative [job descriptions].  (63 136)

      The full application of Theory W provides a complete



 

 

 

 

 

Elements                                       Theory W  410

 

   structure of a organization through the ability to

   integrate the valid work tasks of every employee.

   (63 358)

      Fayol's General Survey of the early 1900s equates to

   the idea of strategy today.  Although the idea of

   strategy wants for more structure in today's text books.

   Thus Theory W aims to provide an organization structure

   which quantifies strategy.  Strategy can be visibly

   structured for the organization with the result of

   greater productivity and synergism.  Theory W provides

   strategy in organization chart form.  (63 138)

      The importance of administration has grown steadily

   since the first Congress of Administrative Science held

   in Brussels in 1910.  In consequence we have felt

   strongly the need of good administrative methods, and men

   such as Fayol, Solvay and Taylor have in recent years

   worked out certain formula (or a synthesis of

   principles)...  (183 101)

      Most of these writers did their thinking

   independently....The striking similarity and harmony of

   the analyses, nomenclature, and hypotheses, frequently

   set forth as principles, is thus doubly significant.

   (182 v)

 

      I [Fayol] am going to describe briefly the

   administrative tools that I used during fifty years...

1. General Survey - From this survey should emerge the

   general scheme and the directives which serve as a basis

   for the Plan of Operations.

2. Plan of Operations. [for control]

3. Reports or Proceedings...daily, weekly, monthly or

   annual...The use of the plan of operations and the

   detailed report by each grade of the service permit us to

   realize...the sense of responsibility among employees and

   confidence among the administrative authorities.

4. Minutes of (weekly) Conferences between Heads of

   Departments.

5. Organization Charts...permit us to seize at a glance,

   better than we could with a long description, the

   organization as a whole; various activities and their

   boundaries; the ranks of the hierarchy; the position

   occupied by each employee, the superior to whom he

   reports and the subordinates under his control.

   (183 105-6)

      [Fayol's] logical analysis of the operations involved

   in...the function of Administration stops quite

   suddenly...  This sudden check in his thought...is an

   interesting example of the limitations imposed on

   scientific study by immediate administrative



 

 

 

 

 

Elements                                       Theory W  411

 

   responsibility.  (189 117)

      A clarity variable for the expert worker provides a

link to the purpose of the organization.  Theory W

hypothesizes that the better the link between the worker and

the organization purpose, the better the organization's

productivity.  Theory W proceeds to exemplify the linkage

between worker tasks and organization purpose.  The linkage

 

clarity enhances the focus on individual work.

 

      The will to see.  Understanding theory, modeling,

   hypothesizing, and testing can be seen as work - minded

   human work.  (63 388)

      Transfer the thermostat example to the individual as a

   learner.  Individuals learn standards.  They measure

   actual.  They compare actual against standard.  They take

   action.  Yet some do not know why they are controlling

   the temperature, thus, according to the Theory W

   hypotheses, some administrators miss added work

   motivation - double-loop learning...  (63 212)

      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

exemplified and explained by a popularized concept called

Theory W.

      A computerized precedence network database can model

 

the functional organization.

 

      Addiction or codependence.

 

      Concerning addiction, the Theory W system practices

   addiction prevention through worktask focus.  (63 31)



 

 

 

 

 

Elements                                       Theory W  412

      Theory. Now theory definition from the Glossary can

 

be reviewed -

 

      a principle or plan of action,

      an ideal or hypothetical set of facts, principles, or

   circumstances,

      the body of generalizations and principles developed

   in association with practice in a field of activity...and

   forming its content as an intellectual discipline,

      the coherent set of hypothetical, conceptual, and

   pragmatic principles forming the general frame of

   reference for a field of inquiry,

      a judgement, conception, proposition, or formula (as

   relating to the nature, action, cause, or origin of a

   phenomenon or group of phenomena) formed by speculation

   or deduction or by abstraction and generalization from

   facts,

      a hypothetical entity or structure explaining or

   relating an observed set of facts

      a working hypothesis given probability by experimental

   evidence or by factual or conceptual analysis but not

   conclusively established or accepted as a law.  (63 86)

 

      Warning.

 

      Courteous Reader,....they buy my works....a word to

   the wise is enough, and many words won't fill a

   bushel,....taxed twice by idleness, three times by

   pride....four times by our folly....dost thou love life,

   then do not squander time, for that's the stuff life is

   made of,....lost time is never found again; and what we

   call time enough, always proves little enough:  let us

   then up and be doing, and doing to the purpose;....drive

   thy business, let not that drive thee,....by diligence

   and patience the mouse ate in two the cable; and little

   strokes fell great oaks,...Do you imagine that sloth will

   afford you more comfort than labour?....oversee our own

   affairs with our own eyes, and not too much to

   others;....the eye of a master will do more work than

   both his hands;....learning is to the studious, and

   riches to the careful, as well as power to the bold, and

   heaven to the virtuous, and farther, if you would have a

   faithful servant, and one that you like, serve

   yourself....think of saving as well as of

   getting:....Beware of little expenses; a small leak will

   sink a great ship;....`tis foolish to lay out money in a

   purchase of repentance;....a plowman on his legs is

   higher than a gentleman on his knees,....if you know the



 

 

 

 

 

Elements                                       Theory W  413

 

   value of money, go and try to borrow some;....when you

   have got the philosopher's stone, sure you will no longer

   complain of bad times, or the difficulty of paying

   taxes.....we may give advice, but we cannot give

   conduct,....they that won't be counseled, can't be

   helped,....the old gentleman ended his harangue.  The

   people heard it, and approved the doctrine, and

   immediately practiced the contrary....  Richard Saunders,

   July 7, 1757.  (107 361-7)

      Truth. Truth will make you free?  Or more

specifically - your truth will make you free!  Science and

scientific management can provide truthful functional

 

authority.



 

 

 

 

 

                                               Theory W  414

 

Chapter 7 - Entrances to Theory W structure 

 

      Scholarly research

      Literature delimitation

      Case study

      Comparative theories

      Philosophic foundation

      What is a theory?

      In-de-duction, a-priori

      Definition of self

      Job effectiveness

      Empirical reality

      Gandt, PERT, and CPM

      Life's regeneration

      Widget words

      Review.  Parts one and two have reached back to Table

4 of the Preface - where the strategy of this paper's

organization lay.  Redundantly stated, that organization

spine, or strategy, has a hierarchy of nine spinal-type

disks or levels - feeling, eustress, publishing, doctorate,

quantification, experiences, structure of research,

electronic writing scholarship, and world wisdom review.

      In support of the spine, as a sort of strengthening

muscle, there exists personal emotion and energy

application.  All successful organizations, reflecting their

successful individual workers, encourage good feelings in

their internal and external clients - customers of the

organization if you will, with representatives within the

organization.  Worker feelings and emotions are of paramount

importance to the successful organization.

      This particular Part 2 now recognizes an emotional

entrance to Theory W, going directly to the feeling and



 

 

 

 

 

Entrances                                      Theory W  415

eustress organizational levels (spinal disks).

      The acknowledgement section discussed the popular

media recommendation that people over 50 become

philosophers.

      The glossary section defined philosophy as the pursuit

of wisdom and, in turn, wisdom was seen as scientific

learning.

      A previous chapter protrayed learning as a natural

inclination from childhood - much literature surrounds the

concept of life-long learning.

      Summary.  Many avenues provide unique ways to the

development of a three-dimensional and multifaceted reality

of a purely functional organization structure.

      Science necessitates research.  And research shared

equates with writing and publication.

      Literature contribution demands delimitation.

Appendix C takes the index of world literature and locates

the Theory W subject.

      Case study embodies research.  A diversity of cases

attempt to universalize Theory W as a practical organization

structure.

      Comparison with other theories differentiate Theory W.

Distinctiveness and application specifics result.  A

unification process can be seen.

      Philosophy provides depth and reconciliation.  The



 

 

 

 

 

Entrances                                      Theory W  416

unification process appears again.

      Empirical reality provides a fundamental base.

Philosophy, religion, and science spring forth as a product

of the human mind.

      Reasoning as the mind's way provides concrete

direction.  Theory W presents logical individually

responsible steps for organization success.  Work tasks are

elemental in Theory W.

      The psychological self becomes the Theory W expert

worker.  Workers are elemental in Theory W.

      The functional organization structure becomes a

specific two-way communication management tool.

      Work flow graphics are replaced with a straight

forward valid and reliable list of work tasks.  In total

representing the functional organization.  For each expert

worker representing the individual's job description.

      The work tasks of the functional organization are

renewed from the weekly reviews by the expert workers.

      Strategy equates with the pure functional organization

represented by the Theory W structure.

      Widget words, all beginning with w, provide an

attention-getting entrance into Theory W - like the two year

old's question, "Why?"

      Next.  The next chapters explore the essential

elements of Theory W - time, the expert worker, and the



 

 

 

 

 

Entrances                                      Theory W  417

functional worknet.

Scholarly research 

      The glossary near the front of this paper provides an

itemized universal definition of the work of a dissertation.

Among other items, the dissertation is said to exemplify

scholarly method and thus scholarly research.  The glossary

also enumerates the essential attitudes of the scholar in

doing scholarly research.

      As stuffy and beyond reach as scholarly research would

seem to be, the attitudes of the scholar remain simple in

their definition - curiosity, perseverance, initiative,

originality, and integrity (61 sv).

      The distraction of individual curiosity can abound to

the extent of requiring much perseverance, initiative, and

originality in order to maintain the integrity of a project

such as a dissertation.  Then, in addition, the intimidation

of "the right way" to conduct scholarly research offers

further distraction if not downright discouragement.  Then,

when completed, the research project could well be judged

not worthy of starting in the first place.  To counter these

and other resultant ill-feelings, the scholar should first

know of hind-sight bias.

 

      Hind-sight bias.

 

      Perhaps the most common criticism of [scholarly

   research] is that it merely documents the obvious...what

   people already know....  In several experiments,



 

 

 

 

 

Entrances                                      Theory W  418

 

   psychologist Baruch Fischhoff and others (Slovic &

   Fischhoff, 1977; Wood, 1979) have found that, actually,

   events seem far less obvious and predictable beforehand

   than in hindsight.  Once people are told the outcome of

   an experiment, or of a historical episode, it suddenly

   seems less surprising to them than it is to people who

   are asked to guess the outcome.  Finding out that

   something has happened makes if seem inevitable....

   Psychologists now call this 20/20 hindsight vision the

   I-knew-it-all-along phenomenon, or the hindsight bias.

   (234 16)

      Thus one should be encouraged in the face of demeaning

criticism.  Students specifically are encouraged to affect

scholarly research for good reason - purpose, aim, mission.

      Scholarly researchs. Several points of view

contribute to the particular perspective of scholarly

research as exemplified in this dissertation - an

organizational development view, a educational

administration view, and a business administration view.

Cases of public administration will be attempted further in

this dissertation.  Some comments on economics research also

appear below.

      Thus there exists significant effort to universally

apply and develop a fundamental functional organization

structure.

      Org development research. A sensical presentation of

scholarly research is summarized in the table below.

      This particular school of thought begins with the

premise that contemporary psychology can be seen as

unsatisfactory,52 then going back to understanding the



 

 

 

 

 

Entrances                                      Theory W  419

human self and mind through literature, history, ethics,

logic, jurisprudence, and anthropology.  Academic psychology

advances the logic of individualism where each person can be

seen as a psychological unit, then searches for universalism

whereby all-mankind truths are identified, ending with

causalism which phenomenalizes the effects of cause.  A

simple worknet can be seen as live life, manage action,

sense commonness, and scrutinize psychology for more than

 

just a common sense.

 

Table 52 - Scholarly research whollism 

____________________________________________________________

 

 Classification   Type          Comment

 ______________   ___________   _________________________

 

 more inductive

                  historical    requires more volume

                  theoretical   new integration of theory

                  laboratory    easier as controlleda 

                  structured    quantitativeb 

                  field         creative theory search

                  action        high risk active change

 more deductivec 

____________________________________________________________

Note: Fielding Institute (16-21 March 1987) Admissions

contract workshop.  Santa Barbara CA: La Casa de Maria.

      a None yet at Fielding.

      b Fielding forefronts battered women concept (PhD)

and programs (EdD).

      c See (234 47) below which equals deduction with

conclusions.

 

____________________

 

      52 Margolies (1984) The psychologies of this

century:  Associationism, the remnants of classical

behaviorism, the gestalt approach, psychodynamics, and

cognitive psychology.



 

 

 

 

 

Entrances                                      Theory W  420

      OD psychology PhD. A non-traditional accredited

organization development doctorate program approaches pure

functional structure somewhere within the following outline.

 

A fit with Theory W could not be found.

 

Table 53 - OD areas of knowledge 

____________________________________________________________

 

Area Name              Comment

____ _________________ _____________________________________

 

 1   research

 2   human development

                       child - psychoanalytic (Freud)

                               Piaget

                               behaviorist

                               cross-cutural (anthropology)

                       adulthood - staging

                                   self-actualizing

                                   social adaptation

                                   dialectical

                                   parenthood

                                   reassessing marriage

                                   being single

                                   vocations (job holders)

                                   leisure

                                   lifelong learning

                                   retirement

                                   death

                                   old age

 3   systems           equal to world views

                       dualism

                       causality

                       epistemology

                       gestalt

                       networks versus fields (process)

 4   specialization    open to negotiation

 5   personality       psychoanalytic therapies

                                      - classical

                                        ego

                                        object relations

                                        listening

                                        neoanalytic (mind)

                       behavior therapies

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                                Theory W  421

____________________________________________________________

 

                       humanistic therapies

 6   socialness        perception and attribution

                       attitudes and attitude change

                       affiliation and attraction

                       prosocial behavior

                       antisocial (including power)

                       collective behavior

                       group process and leadership

                       conflict negotiation

                       behavior determinants

 7   org theories

 8   human learning    and motivation - memory

                                        cognition

                                        language

 9   mgt leadership    quality of work

                       collective bargining

                       strategy

                       accounting and control

                       budgeting

 10  social ecology    individual

                       family

                       population

                       actor

                       environmental context

 11  info systems      computerization

                       technology

                       database management

                       systems design process

 12  policy formula

 13  social change

 14  service delivery

____________________________________________________________

Source: Fielding Institute (1987) Human and organization

development study guide.  Santa Barbara CA: FI.

      Business research. The practice of business research

 

begins with an understanding of science.

 

      The structure of science consists of:  (1)

   observations (empirical data), (2) concepts and

   constructs which are abstractions of phenomena or of

   higher-level concepts, (3) hypotheses which express

   possible explanations of causes of effects, (4)

   principles or laws which consist of hypotheses that have

   been subjected to some form of experimental verification,

   and (5) theories or derived propositions which relate

   data, hypotheses, and laws in a general and consistent

   structure.  (234 4)



 

 

 

 

 

Entrances                                      Theory W  422

 

      A broader meaning of science would include the

   solution of problems which man faces as well as the

   general inquiry into nature.  (234 5)

      Concepts are essential to the development of science

   in that they are a departure for experimentation and

   testing.  Concepts are inventions of the human mind to

   provide a means for organizing and understanding

   observations.  (234 9)

      A hypothesis is a proposition or conjecture which has

   not yet been tested.  (234 10)

      A law is considered to be a well-verified hypothesis

   and asserts an invariable association among variables.

   (234 11)

      A principle is a fundamental, primary, or basic law

   which offers direction for action to be taken.  (234 12)

      Facts do not speak for themselves, and therefore laws

   and facts combined into a consistent system of

   explanation is necessary.  The system of explanation is

   called a theory.  (234 12)

      Science is the outcome of research. (234 15)

      The unifying purpose of all research is to discover

   answers to questions raised by scientists and decision

   makers.  (234 61)

      From the above we have - (1) observations, (2)

organized by concepts so that, (3) hypotheses explain causes

of effects and, (4) principles (laws) are formed from

experimental verification then, (5) theories provide a

system of explanation.

      Only in addition comes problem solving.  Thus science

is the outcome of research.

      The question is - "Do you consider yourself a

scientist or decision maker?"  If "Yes," you ask questions.

If "No," you either already know the answer, or are blocked

to learning and subsequent growth.

 

      A strategy of scientific method -



 

 

 

 

 

Entrances                                      Theory W  423

 

      Steps in the scientific method...(1) Observation...

   Often experience or memory of events is the starting

   point.  (2) Definition...why the research is being done,

   what it is supposed to accomplish.  Often in basic

   research the objective is to test a hypothesis of cause

   and effect (relationship of two events separated in

   time).  In applied research, the objective is to

   determine (a) why a cause-and-effect relationship exists,

   (b) how a certain task may be performed (or goal

   accomplished), or (c) what alternative courses of action

   are available and which one should be pursued.  (3)

   Formulation of a research plan....(4) Gathering data...

   (5) Formulation of new hypotheses, decision rules, or

   generalizations in the form of conclusions.  (6)

   Documenting the research project.  (234 26-7)

      Using Theory W structure the above becomes the

 

following table.

 

Table 54 - Scientific method 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Who

____ __________ ______________ _____________ ______________

 

 1   observe                   events

 2   define     research       aim(why)

 3   define                    how(way)

 4   define                    what

 5   design     research       plan

 6   gather                    data

 7   reform                    models

 8   document   research       project

____________________________________________________________

 

 

      The above differs from what follows.



 

 

 

 

 

Entrances                                      Theory W  424

 

Table 55 - Operations research method 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Who

____ __________ ______________ _____________ ______________

 

 1   formulate                 problem

 2   construct                 model

 3   run                       model

 4   compare    predicted      actual

 5   establish  variable       control

 6   use                       model         decision maker

____________________________________________________________

Note- Compared to true scientific method, the operations

research method skips observation thus leading to a narrow

definition focus with little need for a longer plan

perspective, new hypotheses, or wholistic documentation.

    - (234 29).

      Validity. Validity parallels scientific method.

Observation validity verifies face value meaning.

 

Definition of validity -

 

      In logic, a deduction or conclusion is said to be

   valid if a set of premises are accepted, then the

   conclusion drawn from these premises must be accepted.

   (234 47)

      Construct validity must be concerned with both the

   measuring instrument and the theory underlying the

   construct.  (234 48)

      Measurement gathering validity must recognize, for

example, the moisture content in a pound of product.  Model

validity ties to the model purpose.  Internal experiment

 

validity

 

      means that all the relevant variables have been

   segregated into either controlled variables or randomized

   variables...(234 49-50)

 

      External experiment validity



 

 

 

 

 

Entrances                                      Theory W  425

 

      means that the experimental results apply to some

   defined population or situation outside of the limited

   situation in which the experiment was conducted.

   (234 50)

 

Table 56 - Classification of models 

____________________________________________________________

 

Class          Comment

_____          _____________________________________________

 

    Description

    _____________

 

I

    iconic   - scale models or representative drawings

    analog   - diagram blocks or other variable substitution

    symbolic - mathmatical or logical variable substitution

II

    static   -

    dynamic  - time is an independent variable

III

    deterministic - variables are "mechanically" related

    probabilistic -

    game theory   - possible outcomes are unknown

IV

    theory   - also called descriptive, predictive,

               positive, or phenomenological

    decision - also called normative

____________________________________________________________

Note- (234 57-8).  Theory W as a model would be symbolic,

dynamic, probabilistic, and theory.

 

      Education research.

 

      Define theory...a system for explaining a set of

   phenomena by specifying constructs and the laws that

   relate these constructs together.  (211 22)

      Scientific method...first step is to formulate a

   hypothesis, which is a tentative proposition about the

   relation between two or more theoretical constructs...

   Next step is to deduce empirical consequences....  The

   third phase...is to test the hypothesis by collecting

   data.  (211 24-5)

      The hypothesis should state an expected relationship

   between two or more variables...The researcher should

   have definite reasons based on either theory or evidence

   for considering the hypothesis worthy of testing....  A



 

 

 

 

 

Entrances                                      Theory W  426

 

   hypothesis should be testable....  The hypothesis should

   be as brief as possible consistent with clarity....

   Eliminate hypotheses for which no measures are available

   or can be developed.  (211 91-4)

      The experiment is the most powerful research design

   for testing theories about causal relationships.

   (211 355)

      Survey research is a distinctive research methodology

   that owes much of its recent development to the field of

   sociology.  [It is] considered as a method of systematic

   data collection...(211 404)

      Standardized tests, survey questionaires, and

   interviews as methods for collecting research data...

   are similar in their reliance on self-report as the basic

   source of data.  Although as a rule self-reports can be

   obtained easily and economically, people often bias the

   information they offer...and sometimes they cannot

   accurately recall events and aspects of their behavior in

   which the researcher is interested.  The observational

   method...overcomes these limitations.  (211 465)

      Most [observational data] recording procedures...can

   be classified into four major categories:  (1) duration

   recording, (2) frequency-count recording, (3) interval

   recording, and (4) continuous recording.  (211 468-9)

      Single-variable experiments involve the manipulation

   of a single treatment variable followed by observing the

   effects of this manipulation on one or more dependent

   variables.  The variable to be manipulated...the

   experimental treatment...independent variable,

   experimental variable, or treatment variable.  The

   variable that is measured to determine the effects of the

   experimental treatment is usually referred to as the

   post-test, dependent variable, or criterion variable.

   (211 633)

      The internal validity of an experiment is the extent

   to which extraneous variables have been controlled by the

   researcher.  (211 634)

      External validity is the extent to which the findings

   of an experiment can be applied to particular settings.

   (211 638)

      One of the major problems of experimental research is

   producing a treatment that is strong enough to have an

   effect on the dependent variable.  (211 648)

      Economics research. Over the recent decades business

academics has come to a distinctiveness separate from

economics academe.  The following tables review the



 

 

 

 

 

Entrances                                      Theory W  427

interpretation of research from the Economics & Business

 

view.

 

Table 57 - Research study general steps 

____________________________________________________________

 

Act Verb       Descriptor Noun          Who

____ __________ __________ _____________ ___________________

 

 1   formulate             problem

 2   develop    working    hypothesis

 3   plan                  study

 4   process               data

 5   interpret             data

 6   present               results

____________________________________________________________

Note- (239 30).

 

Table 58 - Tech report general outline 

____________________________________________________________

 

Act Verb       Descriptor Noun          Who

____ __________ __________ _____________ ___________________

 

 1   summarize             results

 2   describe   general    objectives

 3   cover      employed   methods

 4   discuss               data

 5   interpret             data

 6   conclude              findings

 7   list                  bibliography

 8   appendix              technicals

 9   background            tables

____________________________________________________________

Note- (239 53-4).



 

 

 

 

 

Entrances                                      Theory W  428

 

Table 59 - Popular report outline 

____________________________________________________________

 

Act Verb       Descriptor   Noun          Who

____ __________ ____________ _____________ _________________

 

 1   emphasize               findings

 2   recommend [sequenced]   action

 3   review     project      objectives

 4   review     employed     methods

 5   present    nontechnical results

 6   appendix                technicals

 7   add        tabular      materials

____________________________________________________________

Note- (239 54).

Literature delimitation 

      If one wills to dissertate, then straightforward

subject delimitation within world knowledge can provide an

entrance.

      See Appendix C.

 

Case study 

 

      The case study, in its simplest form, involves an

   investigator who makes a detailed examination of a single

   subject or group or phenomenon.  Until recently, this

   approach was rejected by many educational researchers as

   unscientific, mainly because of its lack of research

   controls.  However, the increased acceptance of

   qualitative research methods such as educational

   ethnography and the use of participant observers has

   revived the case-study approach.  In fact, some

   researchers consider case study, participant observation,

   and ethnography as essentially synonymous.  (211 488)

      The participant observer, by virtue of being actively

   involved in the situation...often gains insights and

   develops interpersonal relationships that are virtually

   impossible to achieve through any other method.

   (211 490)

      The main characteristic of ethnographic research is

   that the observer uses continuous observation, trying to

   record virtually everything that occurs in the setting



 

 

 

 

 

Entrances                                      Theory W  429

 

   being studied.  (211 492)

      The case study approach has been extensively employed

   in industrial organization.  In a number of classical

   cases it has led to the development of new schools of

   analysis.  Thus Mason (1939) was an advocate of the use

   of the case study method to illuminate structure,

   conduct, and performance.  (115 34)

      Methods oriented towards case studies, meaning by this

   methods that involve gathering detailed data on

   particular firms or industries.  The collection of such

   data might proceed "at arms length" using published

   sources available for public consumption, such as annual

   accounts, and perhaps also documents internally

   circulated by firms if availability is not restricted....

   We shall argue that it is possible, and indeed

   potentially very fruitful, to look at the case study as a

   distinct method in its own right, rather than as an

   adjunct to established methodologies...  This distinction

   is made feasible, because it is possible to regard the

   case study as a detailed fact-gathering activity which

   can lead to the construction of theoretical systems.

   Such systems are not posited and then subjected to

   falsification tests based on samples of data, but are

   generated by the process of data collection itself.  The

   approach advanced is very much influenced by the writings

   of Glaser and Strauss (1967) on grounded theory, and by

   the structuralist approach...(115 34)

      As a general position, relationships established...are

   essentially qualitative, there being an insufficiently

   defined structure to facilitate quantitative conclusions.

      It will be noted that theories...are generally about

   categories [job descriptions subject to performance

   evaluation] and relationships between categories

   [precedence network]....  The basic theoretical construct

   favoured...is that of synergy [(122 75)]...as the effect

   which can produce a combined return on the firm's

   resources greater than the sum of its parts.  What Kay

   advocates is the construction of synergy maps, these

   being essentially qualitative or relational schemas for

   representing synergy links in the activities of the firm.

   (115 35)

 

      Sample size.

 

      The aim...if the theory is about categories...is to

   collect data until the categories are exhausted.  [Job

   descriptions subject to performance evaluation.]  It is

   possible for falsification to occur when practicing this

   methodology; it consists in detecting unexplained



 

 

 

 

 

Entrances                                      Theory W  430

 

   exceptions [non-support of the organization mission],

   anomalies [ditto non-support], or counter-examples

   [formal and informal structures].  The theory, in its

   final form, should have no counter examples.  (115 35-6)

      In theoretical sampling, merely increasing the sample

   size is not necessarily useful....  In theoretical

   sampling, the data are highly qualitative and there is no

   single attribute that one is looking at.  Many qualities

   one is examining are in fact relationships which could

   not readily be accommodated within a classical

   statistical...framework.  (115 37)

      Description of subjects. All and any of mankind,

whereever and whenever one finds them managing their

actions.

      Theory W relationships. Unlike span of control

relationships, Theory W tasks are explicitly related thus

pulling together the individuals responsible for any task

and its following task.  These organization relationships

cannot be accommodated by classical statistical frameworks.

 

      Instruments.

 

      There is no universally recognized set of instruments

   for conducting a case study investigation.  Broadly

   speaking, methods can be divided into the qualitative and

   quantitative.  The data of qualitative investigations are

   prose.  The words gathered from qualitative methods may

   be obtained by observation (including participant

   observation), interviews (conducted at a variety of

   levels of formality), and documents (ranging from

   official publication, through memoranda, to personal

   diaries)....  There is...a more common tendency to use

   matrices, graphs, networks, and charts as devices for

   data reduction.  (115 37)

 

      Theory W instruments. The data from many personal

experiences will be illustrated and networked in a

precedence database.  Data reduction takes the form of



 

 

 

 

 

Entrances                                      Theory W  431

individual job descriptions validated by reconciling to

total life or job time.  For example, 24 hours for seven

 

days or 8 hours for 5 days.

Comparative theories 

      Action control theory. Glaser and Strauss (120 8)

"urge the next generation of students to continue writing

monographs and to try to generate theory!"  The usefulness

 

of theories, however, is questionable.

 

      We are suspicious of the potential utility of present

   theory.  (231 1)

 

      Theory Z.

 

      Quite simply, Theory Z suggests that involved workers

   are the key to increased productivity.  (232 4)

      Another important lesson...is subtlety.  Relationships

   between people are always complex and changing.  These

   subtleties can never be captured explicitly...(232 6)

      Career paths in Type Z companies display much of the

   "wandering around" across functions and offices that

   typifies the Japanese firm.  This effectively produces

   more company-specific skills that work toward intimate

   coordination between steps in the design, manufacturing,

   and distribution process.  An employee who engages in

   such "non-professional" development takes the risk that

   the end skills will be largely non-marketable to other

   companies.  (232 60-1)

      The wholistic orientation of Type Z companies is in

   many ways similar to that found in the Japanese form but

   with some important differences.  The similiarity has to

   do with orientation of superior to subordinates and of

   employees at all levels to their co-workers.  Type Z

   companies generally show broad concern for the welfare of

   subordinates and of co-workers as a natural part of a

   working relationship.  Relationships between people tend

   to be informal and to emphasize that whole people deal

   with one another at work.  (232 67)

      A central feature of Type Z organizations...implies

   that each person can apply discretion and can work

   autonomously without close supervision, because they are

   to be trusted.  Again, trust underscores the belief that



 

 

 

 

 

Entrances                                      Theory W  432

 

   goals correspond....  Let us return briefly to Douglas

   McGregor's "Theory X" and "Theory Y" assumptions about

   human nature.  McGregor's work drew heavily on that of

   former student Chris Argyris of Harvard University.

   Argyris argued that motivation in work will be maximal

   when each worker pursues individual goals and experiences

   psychological growth and independence.  (232 68-9)

      A manager who choose to lead his department, division,

   or company in a new direction can produce sufficient

   trust and sufficient incentive for change to sustain the

   process for some period, perhaps a year.  If, during this

   period, some signs of progress can be discerned by the

   followers, then the process of change will become nearly

   self-sustaining.  (232 84-5)



 

 

 

 

 

Entrances                                      Theory W  433

 

Table 60 - Theory Z installation steps 

____________________________________________________________

 

 Act Verb       Descriptor     Noun          Pre  Who Done

____ __________ ______________ _____________ ____ ___ ____

 

 1   understand organization   rolesa         6   HLO

 1   understand organization   rolesa         10  HLO

 1   understand organization   rolesa         12  HLO

 2   audit      company        philosophy     0   HLO

 3   approve    desired        philosophy     4a  KU

 4a  create     philosophy     structure      1   HLO

 4b  create     philosophy     incentives     3   HLO

 5   develop    interpersonal  skills         4b  HLO

 6   test       system         selves         2   HLO

 7   involve                   union          4b  HLO

 8   stabilize                 employment     5   HLO

 8   stabilize                 employment     7        mu

 8   stabilize                 employment     9   HLO

 9   choose     evaluation     system         4a  HLO  yes

 10  broaden    career         development    13  HLO  no

 11  implement  first          levels         6   HLO  no

 12  seekout    participation  areas          11  HLO  yes

 13  permit     wholistic      relationshipsb 4a  HLO  yes

____________________________________________________________

Note: (232 85-109).

      a "Of the many ways that openness can be encouraged,

   the only one that really matters is by setting an

   example.  (232 85)"

      b "Regular question and answer sessions among...

   employees will help.  Talk to employees about how the

   company is working against competitors, about its

   successes and problems.  Be prepared to ask as well as

   answer some tough questions.  (232 109)"

 

      Needs theory.

 

      Man is a "wanting creature," striving to satisfy many

   different needs in an order of potency as follows:  (1)

   physiological, (2) safety, (3) love, (4) esteem, and (5)

   self-actualization.  Therefore just as unmet basic needs

   drove...down the hierarchy, satisfied basis needs open up

   higher level wants.  This dynamic quality of the needs

   hierarchy has important consequences for the motivation

   of people at work.  (245 5)



 

 

 

 

 

Entrances                                      Theory W  434

 

      Expectancy theory. (245 19)

 

      Competency theory.

 

      Competency motive can be seen as active...in very

   young infants, in the fun of random fingering of objects,

   poking around, and touching whatever is in reach.  Later,

   it is exploring, tinkering, taking things apart, putting

   them together, and the like.  Whether an adult's sense of

   competence is strong or weak depends on the balance of

   successes and failures he has experienced in his various

   encounters with the world.  (245 13)

 

      Dissonance theory. (245 20)

 

      Functional theory

 

      A theory is an explanation of why something happens, 

   and, sometimes, how something happens, as well as a

   statement of what happens.  A theory of management (and

   by implication, organizations) should define why we have

   it, what it is, and how it works.  (231 1)

      In addition to the general requirements of a theory,

   i.e., determining why something happens, what happens,

   and how it happens, a theory of management requires us to

   find out the best way for it to happen.  (231 3)

      Organization-centered theory treats people as

   subsidiary to the organization and comparable to other

   necessary resources and commodities...(231 10)

      A people-centered Theory Which treats people as

primary to the organization offers differentation and a

highly probable alternative in the form of Theory W.  A

far-fetched anology takes the form of the non-memory,

interactive, and tutorial approach education pathway

introduced by the Harvard Medical School.

      Speculative theory. Qualitative research encourages

 

speculative theory.

 

      Discovery gives us a theory that "fits or works" in a

   substansive or formal area (though further testing,

   clarification, or reformulation is still necessary)...

 

 

 

 

 

 

Entrances                                      Theory W  435

 

   Since accurate evidence is not so crucial for generating

   theory, the kind of evidence, as well as the number of

   cases, is also not so crucial.  A single case can

   indicate a general conceptual category or property; a few

   more cases can confirm the indication.  (120 29-30)

 

      Non-destructable theory.

 

      Evidence and testing never destroy a theory (of any

   generality), they only modify it.  A theory's only

   replacement is a better theory.  (120 28)

      Universal research data. Each student or organizer

can produce research data either on a sample or batch basis.

And since Theory W holds time in whole hours as the input of

organization productivity, a waiting hands-on challenge

exists for each and any individual with an awareness of the

limitations of their life times.

      Day-by-day. Taking life day-by-day advises reacting

to what comes along each day.  Theory W, however, encourages

collection of universal time research data for scientific

observation - science being for the benefit of the common

man.  There are benefits in simple day-to-day control of

one's life - knowing what one does.

      Theory W, although strategic as top-down, can also be

seen as bottom-up and "who does what when" oriented.  This

has the tendency to promote getting the boss to do their

job.

      Spending control. Daily control waves into periodic

control - weekly and monthly where hours flow into dollars.

      College study time. Hours can also be seen as flowing



 

 

 

 

 

Entrances                                      Theory W  436

onto grades.

      Business administration. Undergraduate college

curriculum for Management Principles recognizes Organization

among the five essential principles.  Thus Organization has

stature within the Management discipline.

      Education administration seemingly omits the

practical application of matrix organization.  A PhD program

in Higher Education Administration approved the student's

plan of courses only in the last semester before graduation.

      Natural learning. Most lives are misled and squelched

by the power applications of formal organization.  Thus if

Theory W offers practical application, it must be offered at

the many points of life's disorganization.  Yet many myths

continue to operate in the real world making functional

challenge a tricky sell.

      Example of the child in the laundromat.53 When an

individual, large or small, acts to explore, the parent

figure moves in some way, usually to shut down further

exploration and growth performance - not necessarily with

any stated purpose.  Yet the effect can be seen to eliminate

learning and further reaching and intellectual stretching

through natural curiosity.  The result can be seen as

withdrawn workers rather than expert workers in their own

 

right - their own appropriate job description.

 

      Reporting questions. From English composition -



 

 

 

 

 

Entrances                                      Theory W  437

 

      Who?

      What?

      When?

      Where?

      Way?54

      Why?  (66 14)

 

      Critical thinking. To understand any theory, one must

 

____________________

 

      53 Picture a four year old learner.  Picture the boy

with his mother at the local laundromat.  Three people are

there - the mother, the boy, and the case studier.  The boy

runs across the tops of the machines.  Most of the machine

top-load doors are open, yet there is a shelf-counter-type

even with the back top of the control panel level.  Quite an

accomplishment for the little explorer - -or should we say,

"Big explorer."  The mother promptly shut down that

exploration.  As this was being observed, the caser loaded

his machine, emptied the glass jar of liquid detergent into

the machine, rinsed the jar with the machines water cascade,

partially dryed the jar and cap, closed the machine lid, and

set up the case study.

      The boy subject was running the length of the

laundromat when the caser set the jar and lid separately on

the floor, not in the explorers path, yet in plain sight,

out from the caser's now seated position.  No words were

said, nor were any glances exchanged.  The next running pass

immediately terminated at the the two objects, the boy

folding his legs at his knees with toes pointing out and

seat now comfortably on the relatively clean floor.  In the

same flow of motions the two little hands had grasped the

silently offered challenge, immediately attempting to attach

the loose lid.  The first try was a snap on attempt,

instantly followed by turning motions thwarted of success by

initial inability to parallel the lid with the top of the

jar.

      In the seconds it took the learner to define and begin

the solution to his problem, the mother dashed to the scene,

disconnected the objects, and dragged the learner from the

scene.  The show of force was decisive - fast and

separative.  The attention span of the learner was

truncated.  The caser picked the objects, assembled them,

and returned the jar to his clothes bag.  Throughout the

case nothing was said, no eye contact was made, and the

outcome can be argued as to success or failure.

 

      54 How? becomes the way under Theory W.



 

 

 

 

 

Entrances                                      Theory W  438

acquire critical thinking skills.  They must be able to use

science and choose between alternatives of time consumption.

The optimum scholarship references the elements of the time

consumption choice.  This human condition of "why" appears

very early in life yet many adults are relegated to

positions of wimps.

      Matrix. Engineering projects and process routings

with project and routine differentation.  Related chart

topics such as Gandt, Pert, and CPM are covered in a

following separate section.

      Not-for-profit. Theory W provides identification with

an other than profit regimentation, namely the

organization's purpose, end, mission, aim, goals,

objectives...  Only some narrowed tasks have profit

orientation.

      Expert worker choice. Ironically the supported are

the so called leaders who formally tell others what to do.

Thus the formal organization exists.  Yet the pure formal

organization has the inherent difficulty of releasing the

power to individual choice.  The dominant formal

organization question looms, "What if the individual chooses

differently from the organization policy?"  Thus conflict

abounds and its symptoms are treated.  Theory W advocates

the recognition of individual choice - that amounts to

commitment of the individual to the organization.



 

 

 

 

 

Entrances                                      Theory W  439

      Other entrances. Every child receives conditioning -

training occurs from conception forward.  Theory W does not

take or use the training or organization behavior view, yet

must offer application from entrance points for already

trained individuals.  Theory W offers improvement no matter

what the starting point.

      The education system, in short, may simply be the

sorting factory for society - as if a society could have

good feelings.  Rather, the sorted usually end up supporting

the good feelings of the supported rather than their own.

      Marketing principles play the vital role in

translating individual needs into wants which encode into

seller and consumer action in the marketplace.

      To close, ERG causes action in the marketplace and

 

individuals choose action.

Philosophic foundation 

      With a scientific eye, everything can be seen to have

a foundation or basis of structure, construction, or

composition - and the same for the philosophic eye.55

Composition can be shown in a table of contents,

construction can be summarized with an abstract, and a

structure usually begins with some premises or assumptions -

 

some starting point.

      In the case of this dissertation, the starting point

lies within the author - something that he was seeming born



 

 

 

 

 

Entrances                                      Theory W  440

with, a certain curiosity, a craving for something new,56

a point of view which Theory W simply names, "Why?"  Why

then this dissertation?  That question receives attention in

the preface section.  This section, in turn, seeks to

investigate the aspect of philosophy as contained within the

PhD degree - the Doctor of Philosophy degree.

      Why philosophy? The PhD self-evidently emphasises

philosophy first and professional specialty second - for

examples, a PhD in business administration or a PhD in

higher education administration.  Thus a challenge presents

itself - to learn about philosophy as the primary emphasis

of the PhD degree, then to attend to the specific

technicalities and skills involved with practicing the

specific discipline or trade.  Thus the interest turns to

some "pure" philosophy as opposed to a unit of empirical

science.  Therein lies a fundamental challenge since there

 

has been a

 

____________________

 

      55 In my life I had a problem understanding

philosophy and knowledge.  I purchased a two dollar Russell

paperback (229) around 1980.  About 1985 some notes were

attempted, and then in 1991, I wrote in summary of what I

read and integrated same into my dissertation.  I also was

able to integrate some notes on a one dollar book on

knowledge (238) from the late 1980s.  The notes looked to be

from the early 1980s.  I remember discussing induction and

deduction with a friend about 1985 - an exceptional

experience for me.

      56 For the author's patterns of life, see the

preface section.



 

 

 

 

 

Entrances                                      Theory W  441

 

      striking contrast between the empirical sciences and

   speculative philosophy.  Science presents a picture of

   steady progress - questions raised and disposed of,

   discovery laid on discovery.  Philosophy however seems no

   nearer the truth now than before; nothing seems ever to

   be settled - "systems" merely come and go in a round of

   philosophic fashion.57

 

      Philosophers have variously held that metaphysical

   intuition, mystical experience, divine inspiration, and

   moral necessity justify belief.  In general, it is the

   task of the epistemologist to decide which of these are

   genuine sources of knowledge.  (238 7)

      The Aristelian entrance to Theory W. Theory W is a

strategic organization structure - with strategy defined as

the administrative process of moving from setting the

organization mission first, then setting objectives, and

then getting on with assigned worker proaction.  An

expansive discussion of what missions, objectives, workers,

and proactions are, is in another section of this

dissertation.

 

      Theory W purports to be of universal application, thus

 

____________________

 

      57     Philosophers Birth Age

           ------------ ----- ---

           Parmenides   540BC 70

           Plato        427BC 80

           Montaigne    1533  59

           Descartes    1596  54

           Locke        1632  72

           Berkeley     1685  68

           Hume         1711  65

           Kant         1724  80

           Hegel        1770  61

           Conte        1798  59

           James        1842  68

           Mills        1806  67

           Pierce       1839  75

           Dewey        1859  93 (238 2)



 

 

 

 

 

Entrances                                      Theory W  442

it should apply to the largest human organization -

human-kind.

      Aristotle portrays the human good as individual

mission.

 

      The life in accordance with understanding...is the

   happiest kind of life a human being can lead.  But

   precisely what kind of life is it?  Which goods will it

   contain, and how are they to be organized?  (155 15)

 

Theory W provides a strategy structure of organization.

 

      Thought required.

 

      Contemplation [to bring to mind] is the best activity

   available to human beings...and sophia (theoretical

   wisdom) is superior to such practical excellences as

   justice, courage, and temperence.  (155 15)

      To have theoretical wisdom is to be able (by means of

   nous ) to grasp the first principles of certain

   theoretical discliplines, and to be able (by means of

   episteme ) to derive conclusions from those principles in

   an appropiate way.  (155 15).

      Aristotle may be saying that although some kind of

   primacy should be given to philosophical activity, the

   best life will be that of someone that is both a

   philosopher and a statesman.  (155 17)

      Theory W equates statesman with administrator - the

philosophy represented by mission, and political resources

represented by the organization tasks.  Depending on the

organization and the degree of effectiveness, some tasks are

more political than other tasks.

      Pure philosophy, apart from the technical skills of

business or education administration from the above example,

 

has a reason to be studied regardless of "fashion.

 

      Philosophy is to be studied....because...questions

   enlarge our conception of what is possible, enrich our



 

 

 

 

 

Entrances                                      Theory W  443

 

   intellectual imagination and diminish the dogmatic

   assurance which closes the mind against speculation; but

   above all because, through the greatness of the universe

   which philosophy contemplates, the mind also is rendered

   great, and becomes capable of that union with the

   universe which constitutes its highest good.  (229 161)

      Thus philosophy wants to open the mind - to enlarge

the mind's curiosity.  For Theory W, that opening process

amounts to asking the "why" question (among others) until

the answer apparently leads to the ultimate human life state

of mind.  The above purpose of philosophy holds that the

greatest human good comes from the choice of the individual

mind in choosing actions which bring the mind, and the

common world mind, closer to the greatness of the universe.

That coming closer can be evidenced in (1) a body of

knowledge, and (2) personal good feelings.58 Specific

"body of knowledge" evidences are, among others, a personal

library and the world library.  To cope sucessfully with the

challenges of these libraries, scientific referencing and

personal writing provide a familiar grasp on the body of

knowledge beyond that of technical or skill training -

namely pure philosophy.  Pure philosophy more intensely

seeks to know why, whereas pure training seeks to know why

with less intensity.59 Knowing why, then represents a more

pure philosophy, rather than simply the highest degree (PhD)

 

in a particular skill.

      Universals subsist. To assist in the understanding of



 

 

 

 

 

Entrances                                      Theory W  444

pure philosophy as opposed to the highest level of technical

or skill training, there comes the differentiation between

existence and subsistence, for the purpose of illuminating

 

universals.

 

      Thoughts and feelings, minds and physical objects

   exist.  But universals do not exist in this sense; we

   shall say that they subsist or have being....  The world

   of being is unchangeable, rigid, exact, delightful to the

   mathematician, the logician, the builder of metaphysical

   systems, and all who love perfection more than life.  The

   world of existence is fleeting, vague, without sharp

   boundaries, without any clear plan or arrangement, but it

   contains all thoughts and feelings, all the data of

   sense, and all physical objects, everything that makes

   any difference to the value of life and the world.

   (229 100)

      Thus universals subsist (have being) and are exact -

where the world of becoming (existence data) slips away.

How then can one describe a set of existence data as either

exact or slippery?  Answer - the science of statistics

provides the concept of probability as a measure of

slipperiness.  However, since universals subsist (do not

exist), probability does not apply to the study of

universals.  What then of the history of universals?  Answer

 

-​the world of being (universals) can be traced to Plato,

 

____________________

 

      58 The next chapter takes up an example of life

meaning.

      59 Perhaps scholarly writing provides the best

evidence of seeking why.  The functioinal structure can be

read backwards from why - from interrogation, to inquiry, to

research, to scholarship, to learning, and then to curiosity

among other attributes.



 

 

 

 

 

Entrances                                      Theory W  445

and additionally, can be traced to the local popular

fraternal organizations.  First, the local universals, then

about Plato.

      One popular fraternal organization says that the

universals are freedom, truth, justice, and equality at the

grave - thus we have a set of universals at hand, as well as

in the history of the world.

      In history, Plato used the word "ideas" for

 

"universals" (229 92-3).

 

      Plato is led to a supra-sensible world, more real than

   the common world of sense, the unchangeable world of

   ideas, which alone gives to the world of sense whatever

   pale reflection of reality may belong to it.  The truely

   real world, for Plato, is the world of ideas; for

   whatever we may attempt to say about things in the world

   of sense, we can only succeed in saying that they

   participate in such and such ideas, which, therefore,

   constitute all their character.  Hence it is easy to pass

   on into a mysticism.  (229 92)60

      In summary, a world of being (called universals)

relates to people in a world of becoming.  And religions are

involved with the state of people becoming something - this

is true for both Western and Eastern religions, thus "people

becoming" can be viewed as universal - a sort of tradition

of constant improvement.61

      Religious universals. Most of us have experienced

modern day religious mysticism and Campbell discusses a

world of mysticism in published form (excerpts in appendix

D).  Unfortunately, the universals which any particular



 

 

 

 

 

Entrances                                      Theory W  446

religion promotes can easily be forgotten in the world of

religious sense activity.  Thus religion can, but not

always,62 lead the individual away from universals, since

any universal "cannot itself exist in the world of sense

(229 92)."  Now for a definition -

 

      Universal defined.

 

      A universal will be anything which may be shared by

   many particulars, and has those characteristics which...

   distinguish justice and whiteness from just acts and

 

____________________

 

      60 The metaphysician, according to Hegel, sees, from

   any one piece of reality, what the whole must be - at

   least in large outlines.  Every apparently separate piece

   of reality has, as it where, hooks which grapple it to

   the next piece; the next piece in turn, has fresh hooks,

   ans so on, until the whole...is reconstructed.  This

   essential incompleteness appears, according to Hegel,

   equally in the world of thought and in the world of

   things.

      In the world of thought, if we take any idea which is

   abstract or incomplete, we find, on examination, that if

   we forget its incompleteness, we become involved in

   contradictions; these contradictions turn the idea in

   question into its opposite, or antithesis; and in order

   to escape, we find a new, less incomplete idea, which is

   the synthesis of our original idea and its antithesis.

   This new idea, though less incomplete than the idea we

   started with, will be found, nevertheless, to be still

   not wholly complete, but to pass into its antithesis,

   with which it must be combined in a new synthesis.

   (229 142)

      61 Theory W bases upon the universal of "people

   becoming" - that constant improvement state of mind.

      62 From appendix D - Campbell (1) confirms the

   societal process of becoming, (2) claims that myths

   deceive, (3) identifies that the Oriental plays the role

   for the good of the whole, (4) identifies that the

   Occidential serves the whole by playing the role, (5)

   challenges the individual to identify as part of a whole,

   and (6) challenges the individual to communicate the

   whole emperically.



 

 

 

 

 

Entrances                                      Theory W  447

 

   white things.  (229 93)

      Universals day-to-day. Hopfully we can see in our

lives these universals transcending day-to-day activity as

ideas of the mind.  Those ideas in a sense, are able to lead

our day-to-day activities and actions - a sort of idealism.

 

      Idealism as mental knowledge.

 

      Idealism is....the doctrine that whatever exists, or

   at any rate whatever can be known to exist, must be in

   some sense mental.  (229 37)

      The grounds on which idealism is advocated are

   generally grounds derived from the theory of knowledge,

   that is to say, from a discussion of the conditions which

   things must satisfy in order that we may be able to know

   them.  (229 38)63

 

      Knowledge truth & acquaintance.

 

      The word "know" is here used in two different senses.

   (1) In its first use it is applicable to the sort of

   knowledge which is opposed to error, the sense in which

   what we know as true, the sense which applies to our

   beliefs and convictions, i.e., to what are called

   judgements.  In this sense of the word we know that

   something is the case.  This sort of knowledge may be

   described as knowledge of truths.  (2) In the second use

   of the word "know" above, the word applies to our

   knowledge of things, which we may call acquaintance.

   This is the sense in which we know sense-data.  (The

   distinction involved is roughly that between savior and

   connaitre in French, or between wissen and kennen in

   German.) (229 44)

      If I am acquainted with a thing which exists, my

   acquaintance gives me knowledge that it exists.  But it

   is not true that, conversely, whenever I can know that a

   thing of a certain sort exists, I or some one else must

   be acquainted with the thing.  (229 45)

 

____________________

 

      63 The first serious attempt to establish idealism

on such grounds was that of Bishop George Berkeley

1685-1753.  (229 38)



 

 

 

 

 

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      Pure functionality as truth. Thus this dissertation

writes in pursuit of a truth or universal - that of pure

functional organization.  That truth acquaints with several

cases of application.  And the result of Theory W

understanding permits the user to become better able to

identify individual parts of the whole, and to reason why

the various levels of the whole exist.  In a business

career, cases experienced over the decades recognized the

pure functional universal, and each case provided antitheses

to the previous theses.  Then a different career and other

interests provided more antitheses - each of them forming a

temporary synthesis.  Now Theory W provides a major

synthesis (closing) - the universal being pure functional

organization.  Philosophy provides a model for Theory W.

 

      Hierarchy in philosophy.

 

      Philosophy should show us the hierarchy of our

   instinctive beliefs, beginning with those we hold most

   strongly, and presenting each as much isolated and as

   free from irrelevant additions as possible.  (229 25)

 

      Hierarchies and task lists. Thus philosophy promotes

hierarchical formation with isolated levels free of

irrelevant additions - and Theory W responds in general and

specifically in this regard.  Thus the pure functional

organization breaks into a certain number of things called

tasks.  These task things and the universal of pure

functional organization have always existed.  But now Theory



 

 

 

 

 

Entrances                                      Theory W  449

W provides a structure to communicate the pure functional

hierarchical organization and each member's part therein.

These specific organization hierarchies and their member

 

task lists are things of acquaintance.

 

      Knowledge of things, when it is of the kind we call

   knowledge by acquaintance, is essentially simpler than

   any knowledge of truths, and logically independent of

   knowledge of truths, though it would be rash to assume

   that human beings ever, in fact, have acquaintance with

   things without at the same time knowing some truth about

   them.  Knowledge of things by description...always

   involves...some knowledge of truths as its source and

   ground.  (229 46)

 

      Importance of case study.

 

      The chief importance of knowledge by description is

   that it enables us to pass beyond the limits of our

   private experience.  In spite of the fact that we can

   only know truths which are wholly composed of terms which

   we have experienced in acquaintance, we can yet have

   knowledge by description of things which we have never

   experienced.  (229 59)

      Thus Theory W bases upon the rudiments of philosophy,

and now seeks to stand the test for a theory.

 

      Theory W philosophy.

 

      The aim of philosophy is logical analysis; and its

   subject matter is the empirical or positive sciences.

   (121 13)

      Meaning that knowledge from experience provides the

primary logical entrance to the naturally growthful human

mind.  An analytic quality exists whereby a whole, breaks or

separates into component parts or constituent elements (W3).

Tautology provides extreme analytics whereby needless

repetition of an idea occurs in close succession.  Another



 

 

 

 

 

Entrances                                      Theory W  450

extreme, expressing feelings or general attitudes towards

life lies beyond the analytics of empirical and positive

science.

      Philosophy of science. In the 1950s the positivist

tradition set three mutually dependent areas for

 

consideration by philosophers of science.

 

   1. The search for a criterion of cognitive significance.

   2. The status, structure, and function of theories and

      theoretical terms.

   3. The nature of scientific explanation. (121 19)

      For number one above, the testability criterion says

that a meaningful proposition extends from an empirical,

positive, or analytic test - completed by verification with

observational evidence (121 20).  For two, the terms used

are to be explicitly defined in terms of observables

(121 23).  And for three, "one cannot say that theories are

neither true nor false but only instruments.(121 30)"

 

What is a theory? 

 

      There are three points to observe in the attempt to

   discover the nature of truth, three requisites which any

   theory must fulfill.  (1) Our theory of truth must be

   such as to admit of its opposite, falsehood....(2) It

   seems fairly evident that if there were no beliefs there

   could be no falsehood, and no truth either, in the sense

   in which truth is correlative to falsehood....(3) It is

   to be observed that the truth or falsehood of a belief

   always depends upon something which lies outside the

   belief itself....  Hence, although truth and falsehood

   are properties of beliefs, they are properties dependent

   upon the relations of the beliefs to other things, not

   upon any internal quality of the beliefs.  (229 120-1)

      Correlating with the three points above, first, the



 

 

 

 

 

Entrances                                      Theory W  451

pure functional organization takes two opposites - that of

no organization, and that of traditional formal

organization, including that of matrix organization which

attempts to integrate functional organization within formal

organization.  Secondly, the pure functional organization as

a universal clarifies the formal organization as a

universal.  And thirdly, the universal of pure functional

organization depends on job task properties, where the

universal of formal organization depends on people reporting

properties.  Theory W as a theory, now has a structured test

from a philosophical view.

      Philosophy also has something to say about the number

of cases to be considered in testing a theory - parts 3 and

4 of this dissertation provide a sufficient number of

diverse cases of theory application.  And there are four

related universal terms presented in the organization

pyramid of chapter 5.  Thus the following are satisfied.

 

      Belief in a theory.

 

      The relation involved in judging or believing must, if

   falsehood is to be duly allowed for, be taken to be a

   relation between several terms, not between two.

   (229 125)

      When an act of believing occurs, there is a complex,

   in which "believing" is the uniting relation, and subject

   and objects are arranged in a certain order by the

   "sense" of the relation of believing....  A belief is

   true when it corresponds to a certain associated complex,

   and false when it does not.  (229 127-8)

      A mind, which believes, believes truly when there is a

   corresponding complex not involving the mind, but only

   its objects.  This correspondence ensures truth, and its



 

 

 

 

 

Entrances                                      Theory W  452

 

   absence entails falsehood.  Hence we account

   simultaneously for the two facts that beliefs (a) depend

   on minds for their existence, (b) do not depend on minds

   for their truth.  (229 129)

      To the above extent, we are philosophically asked to

believe in Theory W, while at the same time knowing that

pure functional organization applies to the billions of

people in this world and their untold number of activities.

Not all those people know the truth of pure functional

 

organization, thus

 

      we are left to the piecemeal investigation of the

   world, and are unable to know the characters of those

   parts of the universe that are remote from our

   experience.  This result, disappointing as it is to those

   whose hopes have been raised by the systems of

   philosophers, is in harmony with the inductive and

   scientific temper of our age, and is borne out by the

   whole examination of human knowledge...(229 145)

      Piecemeal investigation. Hence the investigation of

the world continues - more than any one lifetime can pursue.

However, we can proceed in knowing, by beginning any

investigation with sense-data and applying the inductive

principle.  Thus we can proceed with our base of sense-data

- our database.

 

      Begin with self-data.

 

      We are acquainted with our sense-data, and, probably,

   with ourselves.  These we know to exist.  And past

   sense-data which are remembered are known to have existed

   in the past.  This knowledge supplies our data.  (229 60)

      On a scholarly level, the sense of sight provides the

ability to read the past data of numerous personal and world



 

 

 

 

 

Entrances                                      Theory W  453

libraries.  In addition, looking inward, some individuals

can relate about their self, and some individuals, perhaps

few, can relate about their self within the context of

psychological science, which in turn, fits within the

context of the general principles of science.

 

      Normal theory generation.

 

      Not everyone can be equally skilled at discovering

   theory, but neither do they need to be a genius to

   generate useful theory.  (120 viii)

      Glaser and Strauss (120 2) begin with "the discovery

of theory from data systematically obtained..."  They

continue (120 3) with the tasks of theory; (1) enable

behavior prediction and explanation, (2) advance usefulness,

(3) apply practical understanding and control social

situations, (4) provide data perspective - a stance toward

data, and (5) guide research style.

      Systematic data control. The above travels from data

to theory.  This contrasts with logico-deductive theorizing

(120 5), which travels from theory to data.  The middle zone

between the data (grounded theory) and the logic extremes

involves choosing data examples systematically, then

allowing feedback for theoretical control over the

 

formulations (120 5).

 

      The biographies of scientists are replete with stories

   of occasional flashes of insight, of seminal ideas,

   garnered from sources outside the data.  But the

   generation of theory from such insights must be brought

   into relation to the data, or there is great danger that



 

 

 

 

 

Entrances                                      Theory W  454

 

   theory and empirical world will mismatch.  (120 6).

      Theory W aligns with Theory Z methods.  Theory Z "is

marked by shop-floor cooperation and commitment to the

objectives of the company.  The main idea is to coordinate

people, not technology.(35 699)"  Theory W emphasizes

individual task leader cooperation to actualize/improve the

functionl structure.  The Theory W functional structure

evidences the means-end chain of the organization.

Technology, however, must be used and organized along with

and through the individual task leaders.  Theory W provides

a more rigorous method.

      The physcology of the why hierarchy. The religious

implication of individual task leadership may be a

fundamental success ingredient - for both individual

 

self-actualization and larger organization actualization.

 

      Drawing on the central value of sincerity, the

   Japanese have established "a great steel web of contract

   and commitment," which is the basis of the Japanese

   system called amaeru, which means to presume upon the

   affections of someone close to you.  Out of amaeru has

   developed a tremendous sense of team work, of esprit de

   corps, which generates tremendous efficiency.  (35 697)

      Theory W in education. Original hypothesis not

testable within the education faculty because they will not

track their time - even though the essential human resource

is timed work.  Thus I must make do with career

opportunities.

      The latest job provided the opportunity to translate



 

 

 

 

 

Entrances                                      Theory W  455

group self-administration toward increased productivity.

      I have always had a pension to measure time - thus

whole hours.

 

      Communication must have a definitive object.

 

      The functional structure will work for many

   organizations and their unique projects if adequate

   communications can be achieved with minimum disruption of

   the organization.  The matrix structure requires changes

   in the organization and a coordinated effort of the

   entire firm.  (129 30)

     Cable (129 12) portrays functional organization in a

formal hierarchical structure (see figure).  Cable advises

(129 13), "To avoid many of the conflicts and other problems

experienced within the hierarchical, functional

organization, a separate, "vertical" organization is

frequently established."  Another hierarchical box thus

appears on the formal organization chart (129 14) (see

figure).

 

      Activity organization.

 

      Nearly every activity within an organization could be

   labeled a project possessing unique characteristics and

   varying levels of importance to the parent organization.

   Every activity has a starting and ending point, and one

   person is normally the ultimate responsible agent.

   (129 3)

      Let's explore then the organization of activity, not

from the base of formal organization, but from a base of the

informal organization - people talking to one another.  But

who should talk to another?  That takes time and impacts the

 

productivity of the organization.

 

 

 

 

 

 

Entrances                                      Theory W  456

      From the marketing view, the consumer tells all about

the product they receive.  Within an organization then,

who's the consumer of each activity product.  And Theory W

evidences the reason why an activity exists.  The ultimate

why being the mission of the organization.  Theory W is not

a matrix, but rather a PERT or CPM approach.  But Theory W

is a matrix in the sense that it assigns responsibility.

      The element of any organization is work.  Work is

organized to accomplish an end - a mission.  A series of

activities define the work to be actualized.

In-de-duction a-priori 

      Before defining a universal psychological science self

for Theory W, first a few words about the way to knowledge -

particular (specific cases) induction and general deduction.

And second, some words about immediate (a priori) value

 

judgements.

 

      Our intuitive knowledge, which is the source of all

   our other knowledge of truths, is of two sorts:  pure

   empirical knowledge, which tells us of the existence and

   some of the properties of particular things with which we

   are acquainted, and pure a priori knowledge, which gives

   us connections between universals, and enables us to draw

   inferences from the particular facts given in empirical

   knowledge.  Our derivative knowledge always depends upon

   some pure a priori knowledge and usually also depends

   upon some pure empirical knowledge.

      Philosophical knowledge...does not differ essentially

   form scientific knowledge; there is no special source of

   wisdom which is open to philosophy but not to science,

   and the results obtained by philosophy are not radically

   different from those obtained from science.  The

   essential characteristic of philosophy, which makes it a

   study distinct from science, is criticism.  It examines



 

 

 

 

 

Entrances                                      Theory W  457

 

   critically the principles employed in science and in

   daily life; it searches out any inconsistencies there may

   be in these principles, and it only accepts them when, as

   a result of a critical inquiry, no reason for rejecting

   them has appeared.  (229 149-50)

      It is exclusively among the goods of the mind that the

   value of philosophy is to be found; and only those who

   are not indifferent to these goods can be persuaded that

   the study of philosophy is not a waste of time.

      Philosophy, like all other studies, aims primarily at

   knowledge.  The knowledge it aims at is the kind of

   knowledge which gives unity and system to the body of the

   sciences, and the kind which results from a critical

   examination of the grounds of our convictions,

   prejudices, and beliefs.  (229 154) 



 

 

 

 

 

Entrances                                      Theory W  458

 

      General science premises.

 

      The general principles of science, such as the belief

   in the reign of law, and the belief that every event must

   have a clear cause, are as completely dependent upon the

   inductive principle as are the beliefs of daily life.

   All such general principles are believed because mankind

   have found innumerable instances of their truth and no

   instances of their falsehood.  But this affords no

   evidence for their truth in the future, unless the

   inductive principle is assumed.  (229 69)

      It is the nature of the mind to organize the data of

   sense, using such patterns as space, time, substance, and

   cause.  That being so, certain features can be affirmed a

   priori of the objects of experience simply because the

   mind itself must impose those very features on all its

   object.  (238 9)

      There is real utility in the process of deduction,

   which goes from the general to the general, or from the

   general to the particular, as well as in the process of

   induction, which goes from the particular to the

   particular, or the particular to the general.  It is an

   old debate among philosophers whether deduction ever

   gives new knowledge...in certain cases, at least, it does

   do so.  (229 79)

      Looking for best clarity. Thus the scholar, using

induction, looks for the clearest cause of life events.

This does not exclude the "everyday" individuals, because

they also have access to the scholarly method - for example,

the simple why-question provides a basic technique for

scholarship.  Just think about how fluently two year old

children use the why-question - scholarly method definitely

has universal application.  Likewise, Theory W aims to be a

useful technique in documenting the organization of

why-questioning.  Now on to immediate value judgements.



 

 

 

 

 

Entrances                                      Theory W  459

 

      Immediate value judgements.

 

      If something is useful, it must be useful because it

   secures some end; the end must, if we have gone far

   enough, be valuable on its own account, and not merely

   because it is useful for some further end.  Thus all

   judgements as to what is useful depend upon judgements as

   to what has value on its own account.

      We judge for example, that happiness is more desirable

   than misery, knowledge than ignorance, goodwill than

   hatred, and so on.  Such judgements must, in part at

   least, be immediate and a priori.  Like our previous a

   priori judgements, they may be elicited by experience,

   and indeed they must be; for it seems not possible to

   judge whether anything is intrinsically valuable unless

   we have experienced something of the same kind.  (229 76)

      Using science, deduction, and immediate value

judgement, a definition of the self comes to the fore.

Theory W sets forth a definition of the self and asks for

immediate judgement that the definition provides a simple,

straightforward, clear, and workable unit of understanding.

Definition of self 

      The individual self recognizes and incorporates

feelings (emotions) into its unit.  From psychology texts

the statistical significant feeling continuums are

joy-sorrow, love-hate, and fear.64 A following chapter

provides a more graphic description of the Theory W self.

 

Here follows a shorter description.

      Fear, protrayed by a confining circle, helps visualize

 

freedom as a larger circle.  The continuum lines of

 

____________________

 

      64 BG Anne's text pages filed somewhere.



 

 

 

 

 

Entrances                                      Theory W  460

joy-sorrow and love-hate divide the area of the self circle

into quarters.  The self feels the impact of its emotional

environment as a point floating within that larger or

smaller circle.  The self, especially in the short term,

cannot fully control its emotions.  Thus the point of self

floats or moves to and away from the four continuum poles.

But just because one feels joyful or joyful and loving one

day does not mean that that feeling will automatically

replicate in the future.  Thus feelings are known to be

"somewhat" unpredictable.  From this unstable environment

comes the individual's life choices and Theory W defines the

self as the floating pinpoint of choice - a choice to

action, even if, for example, the action

      Point of choice self. The point of the self floating

in feelings becomes a point of choice when the freedom-fear

circle permits.  For example, when fear becomes very strong,

the person becomes more immobile - less able to act.  As a

point of choice, the responsible self chooses its action.

The action can be directed to any combination of joy,

sorrow, love, hate, freedom, and fear motives.  An ethical

ranking of personal actions can be grouped into hierarchical

levels as joy, freedom, love, sorrow, fear, and hate.

Again, the self is the individual's point of choice.

      Now put this definition on a personal level.

Certainly this definition of your self did not come from



 

 

 

 

 

Entrances                                      Theory W  461

experienced sense-data, yet each individual's experience

with their self should fit into the model - better yet, call

the definition a universal which asks for an immediate value

judgement.

      With the definition of the self we have begun to

construct the system of Theory W.  Next, more words about

empirical reality in connection with our self experience and

with experiential data in general, that is, case studies.

      Using individuality. The author's first job boss

expressed an administrative Theory With the phrase, "Use

people up the way they are, not the way they ought to be."

      Looking past the crudeness of "using people up," one

may be able to see the need to respect another's choice

which makes the other person "the way they are."  In fact,

jobs designed to elicit worker choice have a common sense

appeal.  We all like to do things our way.  Yet we also want

 

structure.

Job effectiveness 

      Betterment. In many ways individuals work to better

their lives.  In some cases the work itself can be readily

seen as enjoyable.  In other cases, work can promote bad

feelings (fear, sadness, hate).  Theory W strives to make

visible the goals and aims of a more cooperative

organization thereby making work a place of better feelings

(joy, freedom, love).



 

 

 

 

Entrances                                      Theory W  462

      A supervisory example. At some time and in some place

 

the author documented the following goals.

 

Table 61 - Simplistic job goals 

____________________________________________________________

 

 1  develop department

 2  update budget

 3  encourage personnel

____________________________________________________________

 

      Praxis.

 

     1.practice, as distinguished from theory; application

   or use, as of knowledge or skills.  2. convention, habit,

   or custom.65

      Functional thought pattern.

what >-----critical-thought-path-----> why -> wisdom -> who

      "Why" represents the mission view.  The "way"

represents how to implement the mission.  The workers are

the "who" instruments which perform the operational "what."

"We" as the organization input "work" "with" resources

"which" outputs results.

      Hypothesis. If we watch organization why/way logic,

work worth will increase.  Another statement - by giving

rational (logical) visibility to work tasks, organization

productivity will increase.

      Experimental measurement. Productivity, as output

 

divided by input, measures worth.  A positive work

 

____________________

 

      65 Random House (1993) Unabridged dictionary.  New

York NY: RH.



 

 

 

 

Entrances                                      Theory W  463

performance evaluation, measures output completion.  Whole

hours measure input.  Functional verb-descriptor-noun tasks

define work.

 

      Computer application.

 

      Computer literacy is not just knowing how to make use

   of computers and computational ideas.  It is knowing when

   it is appropriate to do so.  (181 155)

 

      Worker depression. The first Monday in October 1994

 

there was a multifamily meeting - an educational and

 

supportive service of the CPC program.66 That particular

 

meeting focused on student workers rather than employment

 

workers, yet workers none the less.

      CPC presents for-profit hospital treatment with an

$800+ daily fee.  In simplistic terms, they treat mental

illness.  In politically correct terms, they treat

psychological problems made of physical, legal, emotional,

 

and mental elements.

 

____________________

 

      66 The CPC corporation treats depression - a

condition where the spiral of an individual's smaller and

smaller world becomes synonymous with lower and lower worker

worth - for the individual and those around.

      Personal losses can flash into mind - a Civic replaces

a Riviera, jobs are eliminated, jobs are quit, a one-room

apartment replaces a four-bedroom house, a personal phone no

longer becomes a necessity, snowmobile is gone, boat is

gone, three week four week-end vacations are gone, company

car is gone, a hotplate replaces a gas stove, another

potential marriage partner bites the dust (falls by the

wayside), children remain distant, sleeping bag and pillows

replace bed and mattress.

      Everyone has losses - students as well as employees.



 

 

 

 

 

Entrances                                      Theory W  464

      The treatment sees the victim's losses and the

resulting spiral into a smaller and smaller world, to the

point where even the responsibility for physical life can be

relinquished.  Thus the hospital provides intervention for

those who cannot or will not exercise responsibility.

      In addition to this current student-worker focus,

another previously-treated student-family member was

described as not wanting to leave the CPC hospital.  The

hospital had taken responsibility for the patient or victim

to the point where the individual, family, or friend's

psychological system could not function for the life-worker.

That life-worker shot himself to death after being released

from the intervention program.

      Now this junior high student-worker continues to

experience intervention treatment.  The family, however,

continues to shed responsibility in a multiplicity of ways -

drugs, alcohol, tobacco, caffeine, psychotherapy.

      Back to the multifamily meeting agenda - the meeting

leader introduced the concept of personal losses which cause

anger in the individual.  Misdirected defiance results.  The

listener can immediately paralleled the meeting focus with

thoughts of their own losses, and incidents of anger and

defiance - perhaps every living person could identify with

loss, anger, and defiance.  And perhaps further, every human

can be seen as a market for the $800+ per day expense.



 

 

 

 

 

Entrances                                      Theory W  465

Then, only scarcity of funds limits the income of the CPC

for-profit enterprise.

      Individual responsibility remains an issue in life and

an issue for any worker in any organization, including the

organization of the worker's own time for their own purpose,

 

aim, or mission.

 

Relating to empirical reality 

 

      It is on occasion of particular experiences that we

   become aware of the general laws which their connections

   exemplify.67 It would certainly be absurd to suppose

   that there are innate principles in the sense that babies

   are born with a knowledge of everything which men know

   and which cannot be deduced from what is experienced.

   For this reason, the word "innate" would not now be

   employed to describe our knowledge of logical principles.

   The phrase "a priori" is less objectionable, and is more

   usual in modern writers.  Thus, while admitting that all

   knowledge is elicited and caused by experience, we shall

   nevertheless hold that some knowledge is a priori, in the

   sense that the experience which makes us think of it does

   not suffice to prove it, but merely so directs our

   attention that we see its truth without requiring any

   proof from experience.  (229 74)

 

      Empirical vs hypothetical.

 

      All knowledge which asserts existence is empirical,

   and only a priori knowledge concerning existence is

   hypothetical, giving connections among things that exist

   or may exist, but not giving actual existence.

      A priori knowledge is not all of the logical kind....

   Perhaps the most important example of non-logical a

   priori knowledge is knowledge as to ethical value.

   (229 76)

      As soon as we are able to divest our thoughts of

   irrelevant particularity, we become able to see the

   general principle that two and two are four; any one

   instance is seen to be typical and the examination of

 

____________________

 

      67 Awareness book from PhD study.



 

 

 

 

 

Entrances                                      Theory W  466

 

   other instances becomes unnecessary.  (229 77)

      A world where two and two make five seems quite on a

   different level.  We feel that such a world, if there

   were one, would upset the whole fabric of our knowledge

   and reduce us to utter doubt.  (229 79)

      Among propositions known a priori...are the

   propositions of logic and mathmatics, as well as the

   fundamental propositions of ethics.  (229 80-1)

      Thus the definition of the self remains only

hypothetical, yet claimed as universal in being.  And we,

each as a self, seek after and become more and more the good

feelings embodied in the definition.

      From the definition of universal self, we turn to the

propositions associated with the self.  But first, what

philosophy says about propositions, then second, a summary

of this dissertation's study of philosophy as an inherent

element of the PhD.

 

      Understand proposition words.

 

      One way of discovering what a proposition deals with

   is to ask ourselves what words we must understand - in

   other words, what objects we must be acquainted with - in

   order to see what the proposition means.  As soon as we

   see what the proposition means, even if we do not yet

   know whether it is true or false, it is evident that we

   must have acquaintance with whatever is really dealt with

   by the proposition.  By applying this test, it appears

   that many propositions which might seem to be concerned

   with particulars are really concerned only with

   universals.  (229 104)

 

      Many induction instances.

 

      Two opposite points are to be observed concerning a

   priori general propositions.  The first is that, if many

   particular instances are known, our general proposition

   may be arrived at in the first instance by induction, and

   the connection of universals may be only subsequently

   perceived.



 

 

 

 

 

Entrances                                      Theory W  467

 

      The other point is more interesting, and of more

   philosophical importance.  It is, that we may sometimes

   know a general proposition in cases where we do not know

   a single instance of it.  (229 107)

 

      Knowledge sources.

 

      A survey of the sources of our knowledge...first

   distinguishes knowledge of things [from] knowledge of

   truths.  In each there are two kinds, one immediate and

   one derivative.  Our immediate knowledge of things, which

   we call acquaintance, consists of two sorts, according as

   the things known are particular or universals.  Among

   particulars, we have acquaintance with sense-data and

   (probably) with ourselves.  Among universals, there seems

   to be no principle by which we can decide which can be

   know by acquaintance, but it is clear that among those

   that can be so known are sensible qualities, relations of

   space and time, similarity, and certain abstract logical

   universals.  Our derivative knowledge of things, which we

   call knowledge of description, always involves both

   acquaintance with something and knowledge of truths.  Our

   immediate knowledge of truths may be called intuitive

   knowledge, and the truths so known may be called

   self-evident truths.  Among such truths are included

   those which merely state what is given in sense, and also

   certain abstract logical and arithmetical principles, and

   (though with less certainty) some ethical propositions.

   Our derivative knowledge of truths consists of everything

   that we can deduce from self-evident truths by the use of

   self-evident principles of deduction.  (229 109)



 

 

 

 

 

Entrances                                      Theory W  468

 

Table 62 - Knowledge of Theory W 

____________________________________________________________

 

         Immediate knowledge        Derivative knowledge

         ________________________   ______________________

 

THINGS   Acquaintence

         ________________________

 

         Particular Universal

         __________ _____________

 

         Sense-data Sensible

         Ourselves  relationships

 

TRUTHS   Intuitive (self-evident)   Descriptiona

         ________________________   ______________________

 

         Perception statementsb     Self-evident deduction

         Logical principles

         Arithmetical principlesc

         Ethical propositionsc

____________________________________________________________

Note: See the above quote (229 109) and (229 117) below.

      a Connection with universals required for a datum.

See (229 148) below.

      b Pure empirical knowledge tells us of existence and

properties of particular things.  See (229 149-50) below.

      c Do not apply to Theory W.

 

      Truths of perception and some of the principles of

   logic have the very highest degree of self-evidence;

   truths of immediate memory have an almost equally high

   degree.  The inductive principle has less self-evidence

   than some of the other principles of logic, such as "what

   follows from a true premise must be true."  Memories have

   a diminishing self-evidence as they become remoter and

   fainter; the truths of logic and mathmatics have (broadly

   speaking) less self-evidence as they become complicated.

   Judgements of intrinsic ethical or aesthetic value are

   apt to have some self-evidence, but not much.

      Degrees of self-evidence are important in the theory

   of knowledge, since, if propositions may (as seems

   likely) have some degree of self-evidence without being

   true, it will not be necessary to abandon all connection

   between self-evidence and truth....  (229 117)



 

 

 

 

 

Entrances                                      Theory W  469

 

      Learning from experience.

 

      The attempt to prescribe to the universe by means of a

   priori principles has broken down; logic, instead of

   being, as formerly, the bar to possibilities, has become

   the great liberator of the imagination, presenting

   innumerable alternatives which are closed to unreflective

   common sense, and leaving to experience the task of

   deciding, where decision is possible, between the many

   worlds which logic offers for our choice.  Thus knowledge

   as to what exists becomes limited to what we can learn

   from experience - not to what we can actually experience,

   for...there is much knowledge by description concerning

   things of which we have no direct experience.  But in all

   cases of knowledge by description, we need some

   connection of universals, enabling us, from such and such

   a datum, to infer an object of a certain sort as implied

   by our datum.  (229 148)

      Theory W wisdom. Thus philosophy combines with

science, not to replace statistical significance, but to

search out any incosistencies in the principles of

organization in general, and pure functional organization in

particular.

      Several cases of acquaintence are described in the

context of a sensible relationship, including the pure

functional organization of the self.  The functional

structure principle intuitively fits the cases and provides

a deductive challenge for further application.  And the

apparent "short-circuit" in the evolution of organization

academic history becomes rationalized.

Gandt, PERT, and CPM 

      From management science reference definitions - not an

organization tool.  Program and project management bring



 

 

 

 

 

Entrances                                      Theory W  470

forth the idea of task work, that is, the input and output

effort of individual workers.  Task work can be seen as

essential within the management of organizations - an

organization having from one to many members or workers.

      In the context of the home, task work could be

identified as chores.

      In the context of education, task work can be

identified from the subject heading of time-on-task.

      In the context of business, task work can be

identified from the collection of various product-oriented

activity records.

      Task work management has evolved.

 

      PERT, CPM, WBS, etc.

 

      In particular, you must be familiar with the

   network/schedule technique being used, whether it is bar

   charting, PERT, CPM, or one of the variations, and

   whether it is computerized or not.  There are very few

   supermen (or superwomen) around who are truly highly

   skilled in all these areas.  You can assess your own

   strengths and weaknesses and take steps to augment those

   areas that you feel should be strengthened.  For example,

   it can be very helpful to utilize support staff such as

   good cost/scheduling specialists with strong skills in

   setting up logical work flow diagrams, Work Breakdown

   Structures, and networks.  (76 589)

 

      The job as a list of tasks. The basic work element

 

is the task.

 

      Work Breakdown Structure. With the Work Breakdown

 

Structure (WBS)

 

      the ultimate objective is...to create a structure of

   work broken down into identifiable tasks each of which is



 

 

 

 

 

Entrances                                      Theory W  471

 

   controlled by a single functional manager and can be

   understood as a deliverable item, can be scheduled with a

   start and finish, and can be measured from a performance

   standpoint.  Moreover, each task must relate dependently

   or independently to all other tasks as depicted in an

   overall framework.  (51 522)

 

      Theory W provides that framework in a quality manner.

 

      A good, workable WBS is one that structures the

   various...tasks or work packages in a logical,

   straightforward manner so as to reflect all the planned

   work and subsequently facilitate [total] control.

   (76 588)

      "The WBS is a mission-oriented hierarchy composed of

discrete work elements at each level.(77 611)"  The levels

and their name tags differ from Theory W but the idea of a

hierarchy survives.

Life's natural regeneration 

      Arising each day provides a certain freshness of

approach in cracking the nuts which one may encounter.  That

cracking process includes (1) cracking the heads of some

people in order to get their attention, (2) seeing the nut

as the essence of a problem, and (3) taking the nut from its

shell and digesting its energy.  The latter process applies

to the shell of basic human needs and the work involved in

capturing that regenerative energy from the external shell.

      Human energy can be seen as a renewable resource.  An

organization can be seen as a vehicle for the regeneration

of human energy.  Psychology can be seen as the science

which provides the tools for nut cracking.  That science has



 

 

 

 

 

Entrances                                      Theory W  472

five approaches, (1) Freudian, (2) behavioral, (3)

cognitive, (4) humanistic, and (5) eclectic which combines

 

elements from the first four.  From the humanistic approach,

 

      Social scientists are suggesting that the root of the

   problem [of understanding work] is to be found in the

   changing needs, aspirations and values of workers.  For

   example, Abraham Maslow has suggested that the needs of

   human beings are hierarchical and, as each level is

   filled, the subsequent level becomes salient.  This order

   of needs is:

      5. Self-actualization

         (being able to realize one's potential to the full).

      4. Self-esteem and the esteem of others.

      3. Companionship and affection.

      2. Safety and security.

      1. Physiological requirements (food, habitat, etc.).

 

   It may be argued that the very success of industry and

   organized labor in meeting the basic needs of workers has

   unintentionally spurred demands for esteemable and

   fulfilling jobs.  (249 10)

      Since the science of this dissertation desires to show

an organization structure which intentionally spurs demands

for esteem and fulfillment, a set of case data follows.  The

table below takes a set of life tasks and reconciles them

with the Maslow-tasks.  For validity, the reconciliation

uses the history of whole hours which came from the case

study of the subject.  The near and far-term columns

speculate on the time profile of an actualizing person.

Using Alderfer's existence, relatedness, and growth

hierarchy in place of Maslow's hierarchy, the life time of

an individual can be seen as being used two-thirds for

existence and one-third for relatedness and growth, making

the time for the latter all the more precious since two



 

 

 

 

 

Entrances                                      Theory W  473

levels are encompassed.  The table below uses case study

statistics by quarter ans year to further test the validity

 

of this reconciliation exercise.

 

Table 63 - Life-tasks & Maslow-tasks 

____________________________________________________________

 

Maslow-tasks   Life-tasks               %a Near  Far

______________ _______________________ ___ ____ ___

               measure   lifetime      100  100 100

               measure   effectiveness  64b  60  70

actualization  pursue    writing              0  30c

actualization  write     dissertation   12   45   0

esteemd

affectione     challenge growth         20   10   5f

security       do        job            27    0  30c

security       maintain  assets          2    2   2

safety in self encourage relationship    5   10   0

physiologyg    pursue    exercise        3    3   3

physiology     maintain  body/mind      31   30  30

____________________________________________________________

 

Note- a Percentages based on actual whole hour tracking in

week 31 of 1993.

      b Comprised of "encouraging relations" and sleep.

      c Writing on the job would bring job total to 60%.

Craft job, for example, would be part-time leaving time for

writing.

      d Esteem encompasses a balance of energy exchange

and a balance of being an esteemer and esteemee.  "Challenge

growth" time includes esteem time since the author believes

that esteem comes of companionship and affection.

      e Includes companionship and sex.

      f M/marriage provides synergistic intensity and

convenience.

      g Additional alone exercise and/or sleep time can

also provide "safety in self."



 

 

 

 

 

Entrances                                      Theory W  474

 

Table 64 - Life-tasks validity statistics 

____________________________________________________________

 

Theory-tasks Life-tasks    2q3 1q3 4q2 3q2 2q2 1q2  91  90

____________ _____________ ___ ___ ___ ___ ___ ___ ___ ___

 

             lifetime      100 100 100 100 100 100 100 100

             effectiveness  50  56  54  56  47  45  34  25

growth       writing         5   8   6  14   4  17   4   3

growth       dissertation            1       1   1   9   7

relatedness  challenge      12  22   9  11  12  10   5   2

existence    job            26  18  25  20  18  11   3   3

existence    assets          5   4   7   5   6   3   6   6

existence    encourage       9   8  11  10  18  15  23  24

existence    exercise        2   4   6   6   6   3   7   5

existence    sleep          41  36  35  34  35  40  43  51

____________________________________________________________

Note: Time expressed in percent.

      Disregarding timekeeping, individuals look for fresh

starts in life, whether the refresher comes daily, weekly,

monthly, or with the traditional birthday and New Year's

resolutions.  Theory W attempts to gather up many of these

common-place occurances and put forth a scholarly view of an

individual or group of individuals as a pure functional

organization, with the formal organization responsible for

facilitation,Æ68æ and the informal organization as the

essence of democratic effectiveness - but only within the

 

context of an organization aim.69

      The why-way essence of Theory W washes to associate

 

____________________

 

      68 For example, the service mission of the Jesuit

College.

      69 For example, the United States Constitution.



 

 

 

 

 

Entrances                                      Theory W  475

with other topics.  Thus, although Theory W stands alone,

its strength draws from the intra-relationship with other

topics.  More readers can thus be attracted to the Theory

through practical application, yet be challenged to look to

other views of a universal organization tool.

      Individual organization structure. Corporate law

knights the organization with individual character, yet the

formal organization structure does not fit the individual

person.  Theory W provides a rigorous organization structure

for the individual.  Thus the individual can relate personal

application of organization principles to their relationship

 

with various organizations.70

      Commitment to the organization. Commitment does not

necessarily precede employment of one in an organization.

In fact, one hypothesis of this dissertation speculates that

if visibility into the Theory W of the organization

increases then the productivity (effectiveness) of the

organization will increase.  Productivity and effectiveness

being expressions of commitment.

 

____________________

 

      70 The Theory W organization provides a direct

knowledge or information function.  Since an individual

cannot, at appropriate times, meet and relate to all the

other organization individuals, Theory W provides the

assurance to each and every member, that every member has

their unique measured contribution (called output) to the

organization.  Theory W assures that each organization

individual experiences the strategy process.



 

 

 

 

 

Entrances                                      Theory W  476

      When we think through to the object of organization

commitment, several employee loyalties present themselves -

commitment to a particular person of rank, commitment to

self-interest, and commitment to the purpose of the

organization.  The latter emphasizes to organization

supporters, the purpose or why of the organization.  Theory

W provides a database which (1) documents the way in which

purpose comes about, and (2) provides job descriptions for

employees.

      Note that the self as an individual stands as an

organization in the eyes of Theory W.  Thus another entrance

into Theory W begins with conscious individual organization.

      The self as organization. The formal organization

does not apply to the self as an organized unit.  Much

organization theory begins with at least two or more

employees.  This identity removes the organization form the

understanding of the employee.  Although the organization

may be an individual under the law, the employee has

difficulty paralleling the formal organization with their

personal organization.  Theory W applies the same principles

to the large organization as it applies to the personal

organization.  Thus the employee can understand organization

on a personal basis.  The relatedness of the individual's

organization can quantitatively be linked to the

organization elements of the employer organization.  Many



 

 

 

 

 

Entrances                                      Theory W  477

other educational opportunities are presented by Theory W.

      Psychology self - scientific psychology calls this

curiosity the highest human need - growth.  But human needs

are hierarchical, that is, existance and relatedness needs

must be met first.  Thus the way into any physical and or

intellectual growth builds from the organization's

relatedness and in turn on existance needs.

      In winter, when a heating system fails the existance

needs, we do not come together to relate.  Schools are

closed until repairs are enacted.  So to, relatedness must

be enacted to enjoy the higher levels of human intimacy.

Again, in terms of scientific psychology this is called

growth.  See the section on Theory W applied to the

organization of human sexuality.

      ERG as proved through statistical significance,

applies to each of the billions of individuals.

      Theory W quests to be universal.  And since

organizations employ humans as thinking selves, logic would

indicate that a theory of organization should first apply to

understanding the organization of a self - specifically,

your self - the reader's self.  We are all individual

organized selves.  We all can be responsible for our

organization and thus be able to better perform as a part of

 

a larger organization.



 

 

 

 

 

Entrances                                      Theory W  478

 

      Self-understanding is one of humankind's most ancient

   pursuits.  Who am I?  What is my relationship to the

   world around me?  These questions marked the beginnings

   of philosophy.  Only we are curious about our origins,

   the meaning of our existence, and the nature of our inner

   world...  (127 xiii-xiv)

      Our origins can be referenced as, "Where did we come

from?"  And the meaning of our existence has already been

referenced by Theory W as, "Why am I or why are we here?"

Philosophy equates to wisdom.  Other Theory W words

presented - with, why, was, with, when, where, world.

      Although we may meet only through this writing, we

need to share some relatedness.  Relatedness centers in the

mind.  The mind thinks and provides the center for

communication as an individual responsibility.  Don't be

 

intimidated by the above - simply consider the following.

 

      A three-and-a-half-year-old boy was asked, "What do

   you do when you think?"  He considered the question for a

   while before he answered.  "If someone tells you

   something hard which you don't know, you have to think

   what it is.  If you don't know what to say, you just

   stand quietly and don't say nothing and something comes

   into your brain."  (127 253)

      At an even younger age, the grow-questing baby

displays a natural crawling curiosity.  By age three that

common and natural curiosity grows to "Why?"  Then curiosity

about "something hard" declines for many reasons as we age.

Other "less hard" topics are many times chosen as the

subject of our thought and interest.  But who you are as a

form of self, although a "hard" subject, seems to be of



 

 

 

 

 

Entrances                                      Theory W  479

secret interest to everyone, regardless of our being taught

to avoid the topic.  Sexuality is another of the generally

avoided topics.

      But remember the three-and-a-half-year-old wisdom,

"Think what it is, stand quietly, don't say nothing, and

something comes into your brain."  Each self has that

mind-power and Theory W's view of organization attempts to

empower the selves to understand their own organizations and

their part in other organizations.

      Challenging the larger organization with Theory W. A

Theory W organization of our inner world has the ability to

challenge larger organizations.  Larger organizations

presume or assume, either implicitly or explicitly, an

organization of the selves which it organizes - for better

or for worse.  Attention, not paid to the self as worker,

results in worse productivity - reference the classic

Hawthorne effect.

      The worker, by being human, not only works on the job,

but also works 24 whole hours each day, 168 whole hours each

week.  Enter the workaholic topic - one of many potential

human addictions.  (Refer to Preface.)

      Balance, integration, and goal congruence involves

choices by the expert-worker self.

      Self-organization centers in the mind.  The mind being

an element in the unique religious soul or spirit in each of



 

 

 

 

 

Entrances                                      Theory W  480

 

us.

 

      In the past, the mind has been equated with the soul

   or the spirit.  But such terms are religious or

   spiritual, rather than philosophical or scientific...

   (127 xiv)

      Thus my life leaves behind the formal organization of

religion - faith in the supervisor who is closer to God.  By

virtue of (scientific) scholarship?  Again the dichotomy of

faith versus logic presents itself.

      College teaching aid. The Theory W pyramid provides a

student visual aid emphasizing four essential elements into

any organization, including themselves as an organization.

      Teacher purpose of providing the why perspective.

      History. BusAdm through the management topic.  EdAdm

course.

      Formal vs unformal. Formal organizes the members as

units rather than organizing the work units of the members.

The former rules via power, the latter releases the spirit

of the individual members - for the good of the

organization.  Theory W application aims to raise the

output-input ratios of any organization.

 

      Failure to-date.

 

      The classical approach was to say that a bureaucratic

   design would lead to maximum efficiency under any

   circumstances.  The neoclassical theorists pushed

   decentralization for all conditions.  It is inferred that

   even the modern free-form systems and matrix designs have

   universal applicability.  In practice, the classical,

   neoclassical, or modern structural designs did not hold

   up under all situations.  (21 7)



 

 

 

 

 

Entrances                                      Theory W  481

      Is there a universal design which will lead to maximum

organization effectiveness?  "Yes," every organization can

be seen as situational and thus subject to further

impovement.

      Structure and synergism. The structure of an

organization provides the synergism which the group can

produce together, over and above what they could have done

by staying apart.  And since relatedness is a basic human

need we, "Have our cake and eat it too."  Work can be

structured as a more joyful activity.

      Work in academe ranges from study to research, and

then on to discovering theory.  Yet it still bases upon

curiosity and the hierarchical human need for growth.  Thus

the existence, relatedness, and growth needs must be met in

hierarchical order if we choose to use Maslow's theory as

verified by Alderfer.

Widget words 

      The word-game gimmick used, presents a sensical appeal

different than the pure scientific research of either

statistical significance or case study.  The intention being

that science can be tolerably applied to any organization

for it's betterment in terms of both enjoyment and

productivity.  The individual organization as well as the

 

larger organization can benefit.​      ​                                                                                                                                                                                                                                                                                                                                                                                                        



 

 

 

 

 

                                               Theory W 482 

 

Part 3 - The individual as an organization 

 

      Chapter 8  - Time as one essence of life

      Chapter 9  - The expert worker

      Chapter 10 - The worknet form of Theory W

      Chapter 11 - Individual case studies

 

       Review.  In part 2, the pure functional structure was

shown in a close yet separate kinship with the pure formal

and pure informal organization structures by using a

three-sided pyramid representation.  Propositions were

illuminated and the rough outline of Theory W as a pure

functional structure was presented.  A Theory W hypothesis

was formulated.  Then the topic of human work was explored -

individual work being the essence of the pure functional

organization structure.  Finally, various entrances into the

pursuit of more functional organization structure were

presented - the benefit being improved productivity for the

organization.

      Part 1 used the narrative form to explain this

dissertation's organization.  Part 2 used a tabular form of

explanation.  Now, here in part 3 the form of this

dissertation's organization structure uses the traditional

triangular hierarchical shape.  Thus we have stepped through

a progression of explanatory instruments for the portrayal

of pure functional authority.  Like the words mission and

vision, the word aim can be used to designate the top spot

in the pure functional structure.  The content below has not



 

 

 

 

 

Individual                                     Theory W 483

 

changed, only the form of the presentation has changed.

 

Figure 43 - Dissertation's functional organization 

____________________________________________________________

 

                             /\

                            /  \

                           /    \

Mission or aim authority  /      \

                         /  good- \

                        / feelings \

                       /   growth   \

Goals and objectives  /              \

                     /    eustress    \

                    /    challenge     \

                   /    relatedness     \

                  /    encouragement     \

                 /  respect,  existence   \

                authorship, PhD dissertation

Implementation /                            \

              quantify administration strategy

             document individual     experience

            document  education       experience

           document   business        experience\

          /provide    3-sided         pyramid    \

         / identify   24 hour daily   work        \

        /  formulate  Theory W        hypothesis   \

       /   illuminate organization    propositions  \

      /    document   scholarly       process        \

     /     clarify    theory          construction    \

    /      identify   organization    theories         \

   /       research   organization    structures        \

  /        delimit    wisdom          key words          \

 /         style      electronic      writing             \

/          research   writing         wisdom               \

____________________________________________________________

Note: Based on the structural statement of part 2.

      Summary.  This part 3 takes the pure functional

organization structure hypothesis of a prior chapter and

investigates the application of the hypothesis to several

"individual as an organization" case studies.

      More specifically, this part 3 evidences the result of



 

 

 

 

 

Individual                                     Theory W 484

the "document individual experience" activity in the form of

a Theory W database of connected worktasks.

      Next.  Part 4 portrays the universal form of Theory W

as a pure functional structure to be used in conjunction

with the pure formal and pure informal organization

structures.

      Part 5 sets forth the possibility of using a testing

instrument to check the pre-test and post-test values when

installing a more-pure functional structure in a

multi-individual or an individual's organizational setting.

The values should reveal an increase in creativity,

leadership, synergism, and productivity as measured in

FIRO-B units.

      Part 5 concludes by addressing and rationalizing the

issues of reliability, validity, and general scientific

 

criteria.



 

 

 

 

 

                                               Theory W 485 

 

Chapter 8 - Time as one essence of life 

 

      Life is -

      Functional life

      Thought control

      Tasks are self-action

      Simple weekly summary

      Routine and project difference

      Spending control

     Summary.  Using elementary school learning, life can

be measured.  Formal authority, however, conflicts with

functional authority - the individual worker must have a

functional orientation for their job life as well as their

personal life.  Theory W provides a weekly review scheme for

life-time evaluation.  Organization strategy can then be

effectively pursued.

      Next.  The input of organizational strategy permits

the organization to optimize the human mind's potential for

supporting the organization's aim.  Theory W calls this type

of human mind "the expert worker."

 

Life is - 

 

      the condition that distinguishes...from inorganic

   objects and dead organisms, being manifested by growth

   through...the power of adaption to environment through

   changes originating internally.  (230 sv)

      Thus the elements of life can be seen as growth

manifestation, environmental adaptation, and internal

origination.

      Growth manifestation. By the above definition, growth

manifests life.  And if you see the human biological



 

 

 

 

 

Time                                           Theory W 486

function where the child grows in physical stature, you can

admit that growth is a manifestation of life.

      Then to proceed further, we can understand that beyond

physical growth, there exists mental growth.  Physical and

mental growth are connected, just as physical and mental

work are connected.  Physical plus mental growth constitutes

all of an individual's growth.  And physical plus mental

work constitutes all of an individual's work.

      The Theory W premise about work is that the individual

works physically and mentally 24 hours each day until death.

That can be understood from knowledge of one's own

biological and mental functioning.  The topics of mental

versus physical work will be discussed later in this

chapter.

      Theory W propositions that if task work can be more

easily structured on a functional basis, then the

organization (including the individual organization) will

experience more growth.

      Now, from the above definition of life, the topics of

environmental adaption and internal origination are

 

discussed.

 

      Lots of things which aren't even living have lives,

   such as alpha-particles, or refrigerators, or the great

   city of Venice, and of those things which have lives and

   are living.  many don't lead their lives, such as oak

   trees, or the saints in heaven, or domesticated animals.

   My interest is confined to lives that are led, and more

   specifically, to the lives that we lead, or the lives of



 

 

 

 

 

Time                                           Theory W 487

 

   persons.  I leave it an open question whether any lives

   except those of persons are led.  So there are lives,

   lives that are led, and lives led by persons, and I shall

   be concerned only with the last.  Nor is what I have said

   quite accurate.  For I shall not be concerned with the

   lives themselves, with the things that are led.  I shall

   be concerned, rather, with the leading of them or in the

   way in which they are led.  A life is that which someone

   in his youth may - at any rate, if he is that kind of

   person - want to plan, and which then, on his deathbed,

   he may look back over as all but closed, and my concern

   is not with that but with how such a thing comes about.

   (47 1)

      Internal origination. Previous discussion explained

the individual self as the point of choice.Æ71æ In short,

choices to action are made within the self's feelings

environment.  That feelings environment is defined by the

science of psychology.  The individual's perception

(wariness) of their external environment (world) influences

their feelings environment - either directly or at least

indirectly.  The individual's choice to action takes place

within this feelings environment.  Action activities combine

into distinct work tasks, and work tasks combine into the

organization's functional structure.

      Adaption through action. Theory W, as an instrument

of pure functional organization, looks upon an individual's

life as a network of tasks.  The network tasks are

measurable in whole hours and support the aims of the

organizations of which the individual is a member.  Any

individual claims membership in many organizations,

including their own self organization.  The performance of



 

 

 

 

 

Time                                           Theory W 488

the individual's network tasks can be measured, thus

adaption from one stage of becoming72 to a different stage

of becoming can be evidenced.  That includes growth as a

negative value or a mistake in judgement if you choose to

define some actions as nongrowthful.  Taking the contrary

view, Theory W views all work tasks as growthful.

 

      Individual & world knowledge. Growth, in general, can

be seen as a positive building process.  Thus growth can be

viewed as an ever expanding body of knowledge - a knowledge

which represents past actions of any single individual, or

group of individuals.  That knowledge of who did what, when

they did it, and the way that they did it, not only

represents past growth, but it importantly provides a "base

soil" which supports future individual growth.  And as we

know from personal experience, any growth in general, and

specifically future individual growth, takes time.

____________________

 

       71 Some further comments about choice - choice

usually involves searching, and many times involves

re-search (to search again - 230 sv).  Formal research, as

well as practical research, usually involves closure of

"systematic inquiry into a subject in order to discover or

revise facts, theories, etc.  (230 sv)" Inquiry, in turn, is

"1:a seeking for truth, information, or knowledge, 3:the act

of inquiring or of seeking information by questioning;

interrogation.  (230 sv)"

      72 The expression "stage or state of being" would

normally be recognized as one point of time in an

individual's life.  But the statement "stage of becoming"

more appropriately fits with the philosophy stated

previously.



 

 

 

 

 

Time                                           Theory W 489

      Life gives us time. Our individual life gives us time

to do things.  It gives us time to act, to perform work

tasks toward growth, including growthful mental work.

      All life is time oriented.  The time of season brings

natural change.  The natural day can be measured by the

rising sun.  And science has provided the hour, the minute,

the second, and even smaller increments for the measurement

of time.  Using measured time, scientists discovered that

improved productivity could be achieved if time was managed.

Rest periods and proven tools permitted the worker to do

more in less time.  Yet, in general, time can be seen as

ill-managed, even in advanced society.

      Measuring life. We measure human history via

timelines.  We also measure our individual lifetimes with

birthdays - a timeline with yearly increments.  Birthdays

and the new year many times bring resolutions for

 

self-improvement.

 

      Crucial to self-examination, crucial (in consequence)

   to the way in which we lead our lives, is the fact that

   we may bring our desires, emotions, and beliefs, our

   intentions and our aspirations, under a form of scrutiny

   that we think of as moral scrutiny.  Just what moral

   scrutiny is, or what makes a form of scrutiny moral, I

   take to be one of the obscurest issues in human culture,

   and we should not close our minds to the thought that

   there is no such thing.  (47 197)

      The oldest worker. The greatest age of any human

authenticated by birth records was 113 years and 214 days

(222 412).  Take that as the outer limit of your life



 

 

 

 

 

Time                                           Theory W 490

time.73 Now take a look at life expectancy in the United

States.

      Life expectancy. The referenced statistical title

reads Expectation of Life at Birth (204 72).  Expectation of

life has increased to 75 years in 1987 and projects to 78

after 2010.  In the United States, longer life seems to be

an aspired-after characteristic.

      Through our birthdays we are reminded that another

year has passed.  And each new year may or may not bring

resolutions - as is the tradition of world-wide birthday

celebrations.75 Resolutions which usually imply better

performance in life's future.  However, better performance

in life usually requires the acknowledgement of time

 

____________________

 

      73 Many times we prefer older politicions, doctors,

and lawyers, yet truth and productivity are biased toward

youth.  Exceptions are countless, even onto age 98,Æ74æ

because they continued to use their creative powers.

Obscurity readily provides the opportunity of going their

own way, including a range of work, rather than repeating

adjudged success.  They have the capacity to self renew.

"Their work is joyful, shocking, playful, and like fresh

water, in motion - one of the prerequisites for

self-renewal, or, in more common terms, getting a second

wind.Æ(74)æ" Philosopher William James concluded that most

people live far within their limits.  The second winders,

however, have proved that "false barriers of exhaustion will

dissolve, often times two or three times, to give us new

energy on the other side, if we will only persevere.Æ(1)æ"

      74 P.Throeau (07 December 1994) Still working: an

essay on aging and productivity.  Washington DC: PBS

television News Hour.  A 98 year old artist's work appears

with the Still Working touring exhibition of 32 artists

between the ages of 60 and 98.



 

 

 

 

 

Time                                           Theory W 491

measurement somewhat more focused than yearly increments.

Long life, although looked upon as an accomplishment by

itself, does not guarantee effectiveness in life -

specifically the effectiveness of enjoyment - the enjoyment

of one's own self and of others.  Thus a better individual

organization for the purpose of life enjoyment becomes the

challenge - a most likely universal challenge.  Measurement

of lifetime spent can be seen as part of the universal

 

challenge.

      The big three-o, four-o, and five-o birthdays are

occasionally traumatic for the individual.  And in general,

as time passes there are regrets.  These regrets are caused,

in part, by the decade or yearly approach to life

timekeeping.  An alternative which Theory W advocates is the

wholehour approach to timekeeping.

      Life wholehours. Life expectancy of 75 years amounts

to 657,000 hours at 365 days per year and 24 hours per day.

Our hereafter may be timeless but this life has finite

limits and the rate of time remains changeless and constant.

      Thus we can look at life in terms of 24 wholehours

each day distributed to the individual's chosen work tasks.

Theory W then uses those timed wholehour work tasks to form,

 

____________________

 

      75 New Year's Day in the Western culture, Chinese

New Year, et cetera, in other cultures.



 

 

 

 

 

Time                                           Theory W 492

or integrate into, the pure functional organization

structures of the world.  "Time on task" can be seen as the

output of individual choice.  The clearer the functional

authority, the more effective the "time on task."

      Theory W sees the structure of the world as in the

future.  For validity, however, there must be reference to

the present and the past.  Thus for validity, the "timeline"

runs from the future to the past.  The following quote says

that the individual can live in the past, but the nature of

living things can be seen to be futuristic with humans being

 

the supreme choosers.

 

      If we are only given a record of the past, we can

   order it on a rational theory.  But we cannot tell

   whether in that theory time should run one way or the

   other, by anything within the record alone.  The record

   might have been written backwards, as a book of code

   messages can be written backwards.  What we must

   contribute is the decision which way the record shall be

   read.  We cannot make that decision without adding at

   least one experiment of our own to the record.  This

   experiment has to fix the direction which nature imposes

   on living beings...  (999 54)

Functional life 

      Beginning with wholehour work tasks, Theory W

structures the functional organization of life - either an

individual life or the life of a group of individuals.

      Tables from the acknowledgement chapter can be taken

as an example of organized life - or at least the beginning

of a valid and rigorous structure of an organization.  Table

3 from the acknowledgement chapter is repeated below with a



 

 

 

 

 

Time                                           Theory W 493

 

validity test of wholehours.

 

Table 65 - A philosophy of life and wholehour validity 

____________________________________________________________

 

General tasks           Wholehours spent

______________________  ________________

 

growth                       mua

challenge                    mu

relatedness                  mu

time and encouragement       mu

respect                      mu

existence                    mu

________________________________________________________________

Note: a Mu can be seen as similar to "not applicable."

      Obviously the general tasks are in need of more

work-task definition.  Those more defined work-tasks deserve

to be time recorded.  Some of that better definition was

provided by the figure which introduced this part of the

dissertation (part 3).  That figure has provided a

functional structure with work-tasks of greater detail.  The

table below lists the tasks with a validity test of

 

wholehour adaptability.



 

 

 

 

 

Time                                           Theory W 494

 

Table 66 - Dissertation's work & wholehour validity 

____________________________________________________________

 

Act  Verb       Descriptor     Noun                    Whrs

____ __________ ______________ _____________           ____

 

Mission or aim authority  /      \                     mu

                         /  good- \                    mu

                        / feelings \                   mu

                       /   growth   \                  mu

Goals and objectives  /              \                 mu

                     /    eustress    \                mu

                    /    challenge     \               mu

                   /    relatedness     \              mu

                  /    encouragement     \             mu

                 /  respect,  existence   \            mu

                authorship, PhD,dissertation           yes

Implementation /                            \          yes

              quantify administration strategy         mu

             document individual     experience        mu

            document  education       experience       mu

           document   business        experience       mu

          /provide    3-sided         pyramid          mu

         / identify   24 hour daily   work             mu

        /  formulate  Theory W        hypothesis       mu

       /   illuminate organization    propositions     mu

      /    document   scholarly       process          mu

     /     clarify    theory          construction     mu

    /      identify   organization    theories         mu

   /       research   organization    structures       mu

  /        delimit    wisdom          key words        mu

 /         style      electronic      writing          mu

/          research   writing         wisdom           mu

____________________________________________________________

Note: Mu indicates both too general and too detailed

attempts at validating lifetasks by the measurement with

wholehours.  Thus wholehour measurement need not be an

impossible choice or act.

      Both the above table and figure evidence organized

life.  Yet the figure is obviously more rigorous in terms of

scholarship.

      Note that growth and good-feelings appear to be the



 

 

 

 

 

Time                                           Theory W 495

authority which runs those particular life organizations.

Later in this chapter, the organization structure will

become more personal, and thusly more rigorous and valid.

We continue with more on the authority of the pure

functional organization.

      Functional authority. Theory W uses any number of

expressions of a pure functional organization's authority -

any are acceptable - philosophy, purpose, mission, or aim.

The terms of vision and strategy represent organization

authority with some special connotations which will be

narrated later in this dissertation.  Thus the simplist

description of functional organization authority is the term

"aim."  Aim in the sense of a target never reached, thus

supporting the idea of organization individuals continually

becoming something - or something else.

      To become something, the individual must continually

choose, take action, and complete the work tasks which

support the aim of the pure functional organization

 

structure.

 

      Distinguish living from, on the one hand, the person

   who lives and, on the other hand, the life that is led.

   The person is a thing, the life is a product, and my

   topic is a process - a process which occurs in the person

   and form which the life issues.  To understand the

   process we have to take account of three characteristic

   interactions between the person's past, present, and



 

 

 

 

 

Time                                           Theory W 496

 

   future:  between his mental dispositions and his mental

   states:  and between the conscious, the preconscious, and

   the unconscious systems of his mind.  And these

   interactions occur at once in the mind and in the body.

   Living is an embodied mental process.  Mental phenomena

   may initially be divided into three broad categories:

   mental states, mental dispositions, and mental

   activities.  Mental states are episodic or transient

   phenomena.  They occur at a time.  More than one mental

   state may occur in the same mind at the same time, but

   there are very real limits of load on the mind, and in

   the case of certain types of mental state (for instance,

   thoughts) there cannot ordinarily be more than one such

   state at the same time in the same mind.  (47 33)

      Non-functional life. The above has stressed a

positive functional organization - the positive structuring

of work tasks.  Now let's examine the negative structure -

the non-functional structuring of work tasks - the

organization of direct-addiction-dependence or

co-dependence.

      Organized addiction and co-dependence. In recovery

from addiction-dependence, one is often promoted to "look

up" to a higher meaning (authority) of life.  That higher

meaning of life could take the form of a non-dependent life

organization - the above table for example.

      Appendix E evidences the result of researching some

addiction and co-dependence information.  The specific tie

to Theory W is the reversal of the general addiction-syndrom

characteristics.  The reversing of those negative

characteristics provides positive non-addiction-syndrom

characteristics.  The summary table of appendix E repeats

 

below.



 

 

 

 

 

Time                                           Theory W 497

 

Table 67 - Positive non-syndrom characteristics 

____________________________________________________________

 

Emotional Mental          Physical        Behavioral

_________ _______________ _______________ __________________

 

freedom   contemplative   exercise        practice strategy

love            thinking

joy       critical                        respect other's

                thinking                             choice

          the mind thinks balance diet    practice intimacy

               24 hrs/day                 choose fun actions

          simply choose                   appreciate your

          practice skills recognize good   attractivenesses

          proact to aim           stress  schedule steps

           and objectives balance             not deadlines

          react to others     activities

____________________________________________________________

Note: Positive side of the negative addiction

characteristics of appendix E discussion - table E40.

      The above table, specifically the emotional

characteristics of freedom, love, and joy, ties with the

information about the self which is presented in other

chapters.

      The mental set of table characteristics concerns the

mental state of the individual as an organization.  The

mind, within the body's physical organization, works 24

hours for each day of the individual's life.  Theory W

promotes the realization (wariness) of the mind's 24 hour

daily work and then promotes individual knowledge of their

24 hour daily life-time in whole hours.

      Taking the bottom lines of the mental, physical, and

behavioral, the way of Theory W becomes - How does the



 

 

 

 

 

Time                                           Theory W 498

individual "proact to aim," "balance activities," and

"schedule steps?"

 

      Examples of mental states other than thoughts are

   perceptual experiences, attacks of dizziness, dreams, and

   moments of terror, amusement, lust, or despair.

   Alongside mental states we should think of partly mental

   states, which are events in a person's life that include

   but are not identical with a mental state of his:

   examples of partly mental states are actions and painful

   injuries.  Mental dispositions, by contrast, are

   persistent phenomena, which manifest themselves

   intermittently.  They do not occur, nor are they events.

   They are mutable.  Dispositions have histories, which are

   made up of events, and these histories are varied.

   Dispositions differ from one another in their beginnings,

   in their ends, and in what lies in between.  Dispositions

   differ in their beginnings, for some are innate, some

   arise in the mind, and some are acquired.  They persist

   in different ways, for some remain constant and some

   change, and they may mature or decline or fluctuate.  And

   dispositions differ in their ends, for some last out the

   person and some come to an end within his life, and they

   may do so through decay, or through consumation, or they

   may be eradicated.  Different kinds of history go with

   different kinds of disposition.  And a word on the word

   "disposition" itself.  By calling a mental phenomenon a

   disposition I am not in any way impugning its reality:  I

   am not suggesting that a dispositional property is less

   than a categorical property, or that the logical form of

   sentences attributing dispositions to persons is

   conditional.  Examples of mental dispositions are

   knowledge and belief, emotions, desires, habits, virtues

   and vices, and skills.  Mental activities are activities

   by means of which we bring about mental states or bring

   mental dispositions into being or initiate bodily

   movements.  They are not necessarily free, nor does it

   necessarily make sense to ask whether they are voluntary

   or intentional.  Examples of mental activity are thinking

   a thought, volition or trying to perform an action,

   attention, repression, introjection.  If these lists of

   examples of the different mental phenomena seem

   heterogeneous, this is so because they are, and they are

   so, in part, for a reason worth considering.  In

   compiling them I have mixed up, as happens in taxonomies

   of the mind, formal and concrete mental concepts.  Formal

   mental concepts don't pick out actual mental entities at

   all but serve as cross-headings in a more extended



 

 

 

 

 

Time                                           Theory W 499

 

   classification:  they classify mental concepts rather

   than mental entities.  Examples of formal mental concepts

   are "mental state," "mental disposition," and "mental

   activity;" also "virtue," "emotion," and, on the normal

   understanding, "perception."  Concrete mental concepts

   pick out determinable mental entities.  Examples would be

   "pain," "desire," "thought," "introjection."  And

   determinate mental entities are then arrived at by adding

   to these concrete concepts a term for an object.

   Examples would be "pain in the ankle," "the desire to

   burn down the library," "the belief that winter is upon

   us," "introjecting a parental figure."  We do not reach

   determinate mental entities by adding a term for an

   object to a formal mental concept, such as "emotion" or

   "virtue."  (47 33-5)

Thought control 

      The above example of thought as a concrete mental

concept can be developed further using some familiar

circumstances.

 

      Stewardship of time.

 

                  A STEALTH CHURCH VISIT:

                   A TIME FOR (RE)SEARCH

                             by

                           H.Otto

                          11-16-94

      Several times in recent years, the author found

himself reviewing the propaganda shelves of a worthy church.

The most recent visit collected many items(1) - the first

 

pertained directly to the importance of time.

 

      Jesus had more to say about the stewardship of our

   material possessions than about sin, prayer and salvation

   combined.  More than a third of Jesus' teachings deal

   with the stewardship of material assets.  (1 1c1)

      The bible uses the word treasure for material assets,

and the author's Theory W of functional organization



 

 

 

 

 

Time                                           Theory W 500

emphasizes the treasure of time.  This treasure or material

asset of time comes to all of us as 24 hours in the day - an

absolute limitation.

      Human time absolutes can be seen as a limitation of

encouragement loving(2) for self and others.  The

functional organization of life and job directly addresses

the absolute of limited time, emphasizes the individual's

quality choice of life-task activity, and focuses attention

to the whys of choosing.

 

      The following challenge came from the pulpit.

 

      If we invest our [treasure] in the Kingdom of God, we

   have our eyes on eternity, and [we] put a different

   [choice] on the things of this world.  (1 1c2)

      God doesn't weigh our gold, but our heart.  It's not

   so much the amount as the motive of the heart.  (1 1c3)

      What then does each of us choose as the motivation of

our self-heart?  Why do we choose certain life activities?

To fulfill our scientific psychology universal basic human

needs of existence, relatedness, and growth?  And do we

spend weekly church attendance and more life-activity adding

 

____________________

 

      (1) 1. R.H.Meneilly (09Oct1994) The sermon on the

amount.  Prairie Village KS: The Village Church.  A pitch

for tithe, "or even half the tithe. (1 3c3)"

      (2) John Powell,S.J., stimulated the author's love

definition as three levels - (1) respect whereby each can

love everyone in the world, (2) time and encouragement

whereby each has 24 hours each day to love others, and (3)

challenge whereby a communicated vision or aim provides

separation of loving time - both in parallel and in

eternity.  Tis serious business, this thing called love.



 

 

 

 

 

Time                                           Theory W 501

to and re-searching our experiences about being saved?  Stop

and picture that being saved might be the process of adding

to our experiences and re-searching our experiences so that

our understanding can grow to a higher or greater level of

mind - assuming that a single mind can never be a god, but

that the mind can possess an understanding about God.  Thus

 

being saved becomes personal growth.

 

      It is the heart's attitude toward money that

   determines whether it is good or bad.  It can bless or it

   can curse.  (1 2c2)

      The sermon continued about money, and in the quote

below, our asset of life time is substituted for the word

 

money.  It seems to fit.

 

      Our use of [time] is the acid test of our character.

   [Time] is more than dollars and cents; our [time] is our

   life, crystallized.  Our [time] is the extension of our

   life.  (1 2c2)

      Choices in life are then focused by the sermon unto

God, opportunities, relative wealth, and the attitude of

 

stewardship.

 

      All of us are quite money-conscious.  In fact, most of

   us are more money-conscious than God-conscious.  (1 2c2)

     "Do not exalt yourself, forgetting...God who affords

   you the opportunities...."  (See Deuteronomy 8:11-18.)

   (1 3c1)

      How many of us ever think of ourselves as being

   wealthy?  (1 3c1)

      When all is said and done, Christian stewardship is

   our attitude toward God and life[time].  (1 4c1)

      From the above guides then, several points emerge -

(1) the world provides opportunities, (2) we are wealthy,



 

 

 

 

 

Time                                           Theory W 502

and being alive means still another 24 hour treasure, and

(3) our attitude can be one of choosing our timed activity

for good reason.  Good reason can be seen as god for short.

And blessed are we when we have organizational companions in

life and job who re-search for good reason.

      Thus we can search for and add experiences which flow

into our choice for the next hour of life activity.  This

search provides the whys which motivate our life.

      Religion many times can be seen as promoting you to

giveup your self.  One time this led to the following

contemplative scheme.

 

    Giveup life?                                         Yes

    Giveup life-time?                                    Yes

    Giveup time?                                         Yes

    Giveup good-life?                                    No

           Good-life?   Lower  bad  stress?              Yes

                        Higher good stress?              Yes

    Good-feelings life? Mutual respect      (existence)? Yes

                        Time-touch-talent (relatedness)? Yes

                        Personal challenge     (growth)? Yes

      Giveup.  Life.  Life-time.  Time.  Each hour that goes

by, a person can view themselves as giving of their life -

an hour gone, never to be retrieved.  We must go forward,

more ready to grasp the next hour in its potential for

good-feelings

      Good.  Good-life.  Life is thus opportunity - a sort

of eternal life of restarts and reflection (prayer).

      Existence.  Relatedness.  Growth.  The basic human

needs and the way we choose to fill them.



 

 

 

 

 

Time                                           Theory W 503

      Another thought. A personal experience.

      I just finished a dog delivery trip, driving 3100

   miles and visiting with the three kids.  I am tempted to

   expect or chase for a balanced life from the three

   involved kids.

      But I choose another route - to get my own life, to

   develop my own life.  The kids are so much a product of

   Elaine's fear, thus I still battle (choose) to separate

   my self from that co-dependency.  My kids need their

   independence.  I need my independence.

      I need mutuality greater than the kids can presently

   provide.  I dream of greatness in the eye of the

   beholder.  I dream of mutual greater-growth.

      From a base of "I feel great right now," and "I feel

   good now in my fulfillment," now on to the next task!

   Keeping in mind the limitations of resources, ability,

   and others' choices.

      Those next life tasks (or job tasks) take time, and

deserve to be controlled.  But first some perspective on

science.

      Science in perspective. Perhaps science can assist

both the administrative and grass-roots views, and bring the

two strategically together.

      Bronowski (1973) addresses the exacting limitations of

 

science.

 

      One aim of the...sciences has been to give an exact

   picture of the...world.  One achievement of...the

   twentieth century has been to prove that that aim is

   unattainable.  (64 353)

      Science today can be seen as relegated to simple lines

as each individual draws their picture of "the world."  For

 

the scientific or non-scientific individual -

 

      [Each scientific] line that is added strengthens the

   picture but never makes it final.  There is no absolute

   knowledge.  And those who claim it, whether they are



 

 

 

 

 

Time                                           Theory W 504

 

   scientists or dogmatists, open the door to tragedy.  All

   information is imperfect.  We have to treat it with

   humility.  That is the human condition...(64 353)

      Time then must be studied with humility, the

individual worker being the expert of their time.  Formal

organization dogmatists are in a sense proclaimed

 

philosophers who need to learn from history.  For example -

 

      Gauss was particularily bitter about philosophers who

   claimed that they had a road to knowledge more perfect

   than that of observation.  (64 358)

      In 1800 Hegel presented a thesis proving that...

   there could only be, philosophically, seven planets.

   Before the ink was dry on Hegel's dissertation, an eighth

   planet was discovered...  (64 360)

 

      Another trap can be seen as intolerance.

 

      In the engineering sense, science has progressed step

   by step, the most successful enterprise in the ascent of

   man, because it has understood that the exchange of

   information between nature and man, and man and man, can

   only take place with a certain tolerance.  All knowledge,

   all information between human beings can only be

   exchanged within a play of tolerance.  And that is true

   whether the exchange is in science, or in literature, or

   in religion, or in politics, or even in any form of

   thought that aspires to dogma [like corporative culture].

   (64 365)

      The measurement of time will continue to provide facts

for scientific advance, but society still ignores the

science of time.  In an essay on The Value of Science,

Bronowski (1977) speaks of polite society's sneer toward

 

science.

 

      It is this tyranny of the facts, not as they ought to

   be, but as they are, that distresses even intelligent

   people, who fear that the spread of science is robbing

   them of some freedom of judgement.  (65)



 

 

 

 

 

Time                                           Theory W 505

      A full professor within a PhD program commented to the

author that there was no way that his creative time could be

measured or directed.  His personal judgement, the essence

of his professoring, freed him from measuring the

relationship between his time and his professorship -

between time input and professorship output.  Yet with

further thought perhaps there could be a beneficial result

in having that professor investigate the possible

relationship between his time spent and his output.  Theory

W provides a frame to facilitate insight into time as a life

essence variable.

      With personal timekeeping being so unpopular, could

time measurement under Theory W be seen as a trapping of

science or of philosophy?

      Theory W philosophically limits the science of human

time to measurement by the whole hour and it promotes the

observation of time as an independent variable applied to

output by an expert worker.  Theory W expert workers, as

students of their own time, "are not here to worship what is

known but to question it."(64 360)  Theory W thus poses a

series of questions - "Why?" being the first.  Why does the

expert worker want to spend their time?  Other questions

will become apparent.

      Theory W provides an organization tool which

facilitates critical thought about the human worker's time



 

 

 

 

 

Time                                           Theory W 506

and the relationship to the using organization's philosophy

or dogma.  Thus the whole hour unit of measurement moves us

beyond the therbleg or Methods Time Measurement study of

factory labor.  Why the expert worker spends their whole

hours can be seen as essential to the mission of the

organization, both as a member of an organization and in

running their own individual organization of human life.

      Theory W attempts to provide a practical science of

human time likened to the expert worker being a rider of a

horse in charge of the reins.  The expert worker of Theory W

 

does not ride time likened to an incessantly flowing river.

 

      It is the human creature that rides the horse, and not

   the other way about.  And the rider is a very good

   example, because man was not created to ride the horse.

   There is no wiring inside the brain that makes us horse

   riders.  Riding a horse is a comparatively recent

   invention, less than five thousand years old.  And yet it

   has had an immense influence, for instance on our social

   structure.  (64 412)

      And can whole hour time measurement influence the

individual chooser's social structure?  "Yes."  And Theory W

attempts to provide the structuring tool which shows the

rides way.  Thusly, the expert worker rides time, not like

the river ride, but as the horse ride which needs to be

learned.  The expert worker also needs to realize that they

are not the horse.

      The science of mind is less than one hundred years

old, and needs assistance in replacing the idea of the



 

 

 

 

 

Time                                           Theory W 507

manager riding the worker as the horse.

      Theory W has each expert worker riding whole hours of

time as the input to their productivity.  Next, if we can

provide visibility into the way that the individual worker

contributes to the larger organization's mission while

accomplishing its own worker mission, then the

organization's productivity will improve by virtue of the

productivity of the combined individuals .

      The image is not one of the manager riding the horse

but of humans, as work horses, teaming to pull to the

organization mission.  That teaming can be seen as the

linking of organization tasks - a plan of strategy.

      Format of a plan. Now the specific work tasks of the

dissertation organization figure can be placed into a format

 

more friendly to weekly time research.



 

 

 

 

 

Time                                           Theory W 508

 

Table 68 - Specific dissertation tasks 

____________________________________________________________

 

Verb       Descriptor     Noun          From Who Done Whrs

__________ ______________ _____________ ____ ___ ____ ____

 

quantify   administration strategy      fig  hlo  no   mu

document   individual     experience    fig  hlo  no   mu

document   education      experience    fig  hlo  no   mu

document   business       experience    fig  hlo  no   mu

provide    3-sided        pyramid       fig  hlo  no   mu

identify   24 hour daily  work          fig  hlo  no   mu

formulate  Theory W       hypothesis    fig  hlo  no   mu

illuminate organization   propositions  fig  hlo  no   mu

document   scholarly      process       fig  hlo  no   mu

clarify    theory         construction  fig  hlo  no   mu

identify   organization   theories      fig  hlo  no   mu

research   organization   structures    fig  hlo  no   mu

delimit    wisdom         key words     fig  hlo  no   mu

style      electronic     writing       fig  hlo  no   mu

research   writing        wisdom        fig  hlo  no   mu

____________________________________________________________

Note: VerbDescriptorNoun (what) from prior table and figure

(where), H.Otto's responsibility (who), not completed

(when), and no timekeeping at this task level (wholehours).

      Combining time and a plan. Table 68 presents actual

performance of work tasks.  Table 66 presented a plan of

work tasks which support the organization of an aim,

mission, or purpose.  One would think that actual

performance could now be compared with plan.  Some practical

considerations however must be incorporated.

      The point here is that the elements of actual time

spending and pure functional organization structure can be

merged.  The practical aspects of that merger are important.

Again, the point here is that the elements of actual time

spending and the authority of pure functional organization



 

 

 

 

 

Time                                           Theory W 509

structure can be merged.

      Authority and control. Earlier in this dissertation,

the difference between formal authority and functional

authority was evidenced.  In either case, authority needs

the management principle of control.

      Control is the comparison of actual performance to

plan, resulting in a ranked variance analysis and corrective

action.  Performance evaluation aspects will be explored

later, where Theory W is shown to rigorously implement pure

functional organization control, based on the pure

functional organization structure.

      Functional control of one's lifetime. Take a look at

 

an individual's lifetime in terms of a timeline display.



 

 

 

 

 

Time                                           Theory W 510

 

Figure 44 - The timeline of a lifetime 

____________________________________________________________

 

Zero

point

      0.--------------------------------------x 113 yearsa

 

Number of three year periodsb

 

        1        10        20   25   30      38

 

      0.-------------------------x 75 yearsc

 

What is the family history?

 

      0.---------------------x            grandfather

      0.--------------------------------x grandmother

      0.--------------------------->      mother

      0.--------------------------x       father

      0.----------------->                the author

____________________________________________________________

Note: a Oldest recorded lifetime (222 412).

      b The three year period was chosen because it fit on

this page width.  Each dash being three years.

      c Life expectancy at birth (204 72).

      This timeline concept which is used to illustrate the

historical information can be seen as one entrance into the

functionalism of Theory W.  The author's timeline says that

he has lived 51 years or 447,000 whole hours.  However, this

is meaningless for functional control.

      Weekly control of our lifetime. The familiar weeks of

our yearly calendar can provide a closer and more meaningful

focus.  Using the week and its 168 whole hour time focus,

individual lifetime timekeeping research takes on a more

practical perspective.

      The practical learning perspective relative to



 

 

 

 

 

Time                                           Theory W 511

individual timekeeping is that of induction - taking the

specific whole-hour work-tasks and building to the general

picture of the lifetime taken as a series of weeks.  The

weeks in turn, build to quarters and then to years.  Thus

the weekly timekeeping focus changes the timeline from

historical years to the historical completion of functions.

The figures below combine the thoughts of historical

timelines and a practical proven approach to functional

valid whole-life timekeeping.  The simple detail of the

whole hour column can be seen and captured, in personal

records, with the use of a computer or central database.

(An exception would be for general ledger project

accounting, and that would not show hours by person, only

hour charges to projects and over or under absorbtion by

cost or profit center.)

      Also note that the Gandt chart is graphical - good for

 

concept communication but not practical in application.



 

 

 

 

 

Time                                           Theory W 512

 

Figure 45 - Gandt chart functional task timekeeping 

____________________________________________________________

 

                                               Whrs

                                               ____

Each dash represents a whole hour.

 

Midnight ------------------------ to midnight   24

 

slept    ------     -                            7

wrote          --  -                             3

walked           -                               1

rented            -                              1

fixed                -                           1

washed                -                          1

                        et cetera               10

____________________________________________________________

Note: See Gandt chart academics elsewhere.



 

 

 

 

 

Time                                           Theory W 513

 

Figure 46 - Database functional task timekeeping 

____________________________________________________________

 

One day from              Whole

figure above              hours

________________________  _____

 

slept                      7

wrote                      3

walked                     1

rented                     1

fixed                      1

washed                     1

et cetera                  10

 

For a week                     Prior weeks

________________________       ____________

 

maintain    body/mind          80   64   56

maintain    assets             22   27   21

encourage   relationship       18   34   20

pursue      exercise           16    9    7

write       dissertation       10         2

pursue      writing            10    5    1

grow        together            9   11   38

get         job                 3   18   23

measure     lifetime          168  168  168   24 hrs 7 days

____________________________________________________________

Note: Combination of previous materials.

      The above sets the stage for personal (expert worker)

control of their lifetimes.

      Responsibility accounting. Tracking individual time

within the context of functional organization provides a

"control platform" and combines with the principles of job

descriptions, checkbooks, dollar budget changes and

subsequent variance analysis, productivity measurement and

improvement, cost reduction, and profit improvement toward a

well-rounded program of responsibility.



 

 

 

 

 

Time                                           Theory W 514

      Open system or closed? Instead of either open or

closed, both frames of reference are useful in working with

 

people.

 

      The closed system proceeds by defining a final

   objective in the clearest possible terms, then

   establishes the machinery to reach that objective.  An

   open system, on the other hand, may begin without a

   manifest objective.  It proceeds to confront a problem,

   then searches for solutions, the nature of which cannot

   be clearly be discerned in advance.  (246 101)

      We have limited the designation of helpees to student,

   client, and patient.  However, readers should understand

   that these terms are interchangeable, and the application

   of general principles is intended to apply to all

   helpees...(246 viii)

Tasks are self-action 

      An interest in productive time, subjects itself to

control procedures just as spending control in the common

form of checkbook spending.

      Why do individuals act?  Actualization or growth, the

end result of our actions, provides the feeling of

accomplishment - of closing an activity.  For example, in

the field of education, the activity could be "time on

task," taking courses in a curriculum, academic degrees, an

external dissertation, or other evidence of what can be

called scholarly work.  The attributes of scholarship being

"the attitudes (as curiosity, perseverance, initiative,

originality, integrity) considered essential for

learning.(61 sv)"76 Note that scholarship can exist

without education, courses, curriculum, or degrees.  Some



 

 

 

 

 

Time                                           Theory W 515

 

evidential form, however, must evidence the learning.77

      A choice of action. The life liver as expert worker

chooses to perform their life-work tasks.

      Taking one's time. The expert workers has the

responsibility for the quality of the time that they take in

life.

      Argument for simple timekeeping.

 

      I have settled into the sabbatical routine - being

   paid to write.  A better description of my dissertation

   writing can be that of cleaning up the pieces of the last

   four years.  That work proceeds nicely yet takes so much

   time.  Time that I do now spend - "I take my time."  And

   hopefully I move from the simplicities of clothes and car

   to the complexities of thought.  Possibly more work than

   an eight-to-five job and probably of greater importance.

   The importance of mine own eyes.  Tis neat to run one's

   own life.  Whose life is it except our own?  Contrary to

   the tradition of our schools and family - all of which

   deserve respect, yet also need to be questioned.

      Perhaps we assume too much that the traditions and

procedures of our culture are correct.  Only the questions

of fuctional authority and functional structure make the

correct answers possible.

 

      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)

 

____________________

 

      76 Also see the acknowledgement, preface, glossary,

introduction, and other dissertation chapters for more

information on organization scholars and scholarship.

      77 See chapter which includes natural learning and

loop learning.



 

 

 

 

 

Time                                           Theory W 516

      Thus the return to the two-year old child's natural

question - "Why?"  Very often we avoid answering that

question.  The answers are complex perhaps - because we

choose them to be that way.  To explore the reaches of the

mind (freedom), to lovingly confront (respect, time,

challenge) - while enjoying one's life - these must not be

complex.  We all deserve to freely choose our own way.

      Theory W includes the fact that people work 24 hours

per day.  They are alive and the body works.  In the

author's case he takes responsibility for the whole 24 hours

each day - he tracks his time.  Weird?  You can bet on that!

Yet whole hours are a way to measure the tasks of one's

life.  Beyond personal interest in measuring things, why not

start with the most handiest need for scientific discovery -

one's own time spent?  You know, the science whose purpose

makes our lives better.  So if we can count to 24, why not

take interest in our life time?  And thus be scientific.

      Time tracking offers an interesting challenge if we

include the time we spend with and for each other in our

definition of love (Jesuit Powell's paperbacks on love).

(He fits into the general Jesuit philosophy of service to

others.) Like lawyers and doctors charging us by the hour -

so I can charge you for this time because time spending on

others supports a loving life.

      Of course, science may not really be of import to us.



 

 

 

 

 

Time                                           Theory W 517

And we are protected in our choice.  But what choice do we

have if we care little to develop same?  Thus we may lament

that life has passed and we should have....

      Rather just do.  Recognize feelings.  Differentiate

them from possible action.  Look at and develop

alternatives.  Choose your action.  Enjoy the ensuing work.

Evaluate the effectiveness of your enjoyment efforts.  Plan

for the future yet afford others the independence of their

choice.  All interesting Theory W applications.

      Tolerance of confusion. Then there comes confusion,

and guaranteed, each month, the promotion of confusion will

be there in some form.  Confusion will always be with us.

And aren't we nice in sharing our confusion with others.

 

Simple weekly timekeeping 



 

 

 

 

 

Time                                           Theory W 518

 

Table 69 - Examples of individual timekeeping 

____________________________________________________________

 

   Action                          Whole hours

   _____________________________   ____________

 

WEEK 50 OF 1990:

   maintain    body/mind            87

   write       dissertation         35

   encourage   relationship         25

   pursue      exercise             18

   get         job                  12

   maintain    assets                1

   measure     lifetime            168     24 hrs for 7 days

 

16 AUGUST 1987

                        U   M   T   W   R   F   A   SUM

   concord orientation  3   7   2       4   9   4   29

   division orientation             2       2       4

   freshmen retention               1           1   2

   computer orientation                     2       2

   CMA                              1               1

   whole hours                                      38

            accomplishments:

              1) job view

              2) retention view

            concerns:

              1) computer access

              2) division direction

              3) CMA and PhD work

            future:

              1) evidence time by day due to job description

              2) listen for more information

____________________________________________________________



 

 

 

 

 

Time                                           Theory W 519

 

Table 70 - Computerized timekeeping 

____________________________________________________________

 

accomplishments and concerns:                   1993 WEEK 31

21 backacheNotFindingLetter immobilized theProcessOfDiver...

22 current mysteryHarv laplinkedT1000 conundrum

26 930728.ku

30 swamSunDance shoesTime mailWalk wash clothesTime

32 fledDonnaPartyIce LpatricaGatesCloseDanced jeanenneBBQ...

   [afterthought"work"] approachedMyLovingPatriciaFrom2ta...

   tvIceLousyMst donnaPatriciaCalls tvThought

35 jeanenne8/hr harryYelledAtMe phoneHookup

37 squareDance[patriciaChair!] fruitWalk

                                               w1...w13

   verb      descriptor  noun         U_M_...A_w30..w18 y

21 maintain  effective 8 body/mind    7 4 ...9  61...56 2

32 encourage effective 2 relationship     ...   5 ...4  21

32 challenge joint     2 growth       148 ...   26...17

35 do        harry's   7 job            9 ...7  43...63 21

22 pursue    systematic2 writing          ...6  12...14 27

37 pursue    enjoyable 2 exercise       1 ...1  2 ...3  21

30 maintain  daily     1 assets       3 2 ...1  8 ...11 21

26 write     Theory W    dissertation     ...   11...   36

4  measure   personal    production   1720...15 61...64 21

future:

*  clarify     week33    time                 R_20

                                              *26 writeTh...

*  clarify     week34    time       21U_23T_25R_27

                                        *30renew083193lic...

                                            *leaveForMilw...

*  clarify     week35    time       28U_30T_12R_14

                                       *leaveMilwaukee

____________________________________________________________

Note: Todo.ttw file with automated calculation and quarter

storage.

      Quarterly summary. Any and all of the above options

and other variations can be kept in quarterly files with no

other time records kept.

      Choice and time available. Now data can be compared

for reconciling unlimited wants and limited time.  The time

perspective of alternate choices can be seen, and the result



 

 

 

 

 

Time                                           Theory W 520

of choices can be timed.  Time should be productive, not

only for the corporation but also for the individual as an

organization.  What better simple sign of scientific

interest could be devised by education?  A sign of

scientific interest in which each can be interested.  Only

the leadership trains the orientation of ignorance -

beginning with the negative feelings toward simple

timekeeping.  Only leadership can find a way to peak student

interest in science.  Theory W's way promotes simple

timekeeping for long-term good feelings.

      Time and personal choice. The choice of time spending

reflects individual organization productivity, just as in

multi-individual organizations.  Individual time input

determines both individual and multi-individual organization

productivity.  The following table measures a productivity

percentage as chosen by the individual.  The productivity

measure rests not in an individual's productivity percentage

- rather in the hours of project contribution and the amount

of output per time period for routine tasks.  Thus the

personal productivity measure becomes the business of only

the individual.

      Can the school provide education in scientific

productivity measurement in terms of personal sensibility

and usefulness?  The answer can be seen in the design of

 

course and lesson plans.



 

 

 

 

 

Time                                           Theory W 521

 

Table 71 - Individual hours & personal effectiveness 

___________________________________________________________

 

                           Hours for    Analysis of

Task description             weeks ago            last week

_________________________ _____________ ____________________

 

Action verb Noun object    1    2    3

___________ _____________ ___  ___  ___

 

maintain    body/mind      77   80   82    11 hours per day

encourage   relationship   39   22   34     4 hours per day

write       dissertation   29   26    7   216 quarter hours

pursue      exercise       15   10    2     1 hour  per day

maintain    assets          7   24   21     1 hour  per day

get         job             1    3    1    24 quarter hours

study       writing              3   20   121 quarter hours

facilitate  students                  1

measure     lifetime      168  168  168   24 hrs for 7 days

measure     effectiveness  31%  39%  31%

 

Historical summary:

   third  quarter of 1990                24%

   second quarter of 1990                    34%

   first  quarter of 1990                        38%

   third  quarter of 1989                            20%

____________________________________________________________

 

Routine and project difference 

      The above table introduces an analysis of "hours per

day" and "quarter hour" tasks.

      Analysis of routine tasks. For example, the routine

"maintain body/mind" act has declined.

      Analysis of project tasks. Projects involve one-time

expenditure of hours - a dissertation for example.  Prior to

the 216 hour quarter time shown in the above table, prior

 

quarters have additional spending.



 

 

 

 

 

Time                                           Theory W 522

 

Table 72 - Summary of project spending 

____________________________________________________________

 

1990 4th quarter - 216 hours

     3rd           118

     2nd            35

     1st           119

1989 4th           134

     3rd            36

 1.5 year total of 658 hours or about 17 work weeks 40 each

____________________________________________________________

Note: Quarterly time records.

      An additional 301 hours was spent studying writing

style bringing the dissertation total to 959 hours or 24

work weeks or about one-half of a work year.  Job hunt

activity involved 168 hours.

      Function or dysfunction. Couldn't this scientific

information be termed rational in terms of organization

support?  Even for the independence of an individual?  The

alternative seems to be organization members who are

addiction dependent.  The problem being that dependent

individuals and non-scientific thought results in less

productive organizations.  Individuals break down,

partnerships dissolve including marriages, and larger

organizations partially or totally fail.

      Alternately, Theory W supports a philosophy of

individual choice (commitment) to individual tasks - be they

personal or larger organization oriented.

      The aim of organization support dominates the argument



 

 

 

 

 

Time                                           Theory W 523

for individual timekeeping.

      Daily time log. Shown above were examples of the

daily time log (DTL).  The purpose of the DTL varies with

the choices of the individuals who use the DTLs for their

business or life purpose.  A DTL is a time management

technique (TMT).

      A TMT can be a diary, notebook, do-it list, stick-em

note, or other form of work assignment.  Work assignment

includes work assignment forecasting.  The usefulness of

TMTs can be seen from the products available at the local

office supply store or from an office supply catalog.

      TMTs supports budget accounting and subsequent

variance analysis.  Time spending causally correlates with

its related dollar spending - no statistical study is

required for verification.

      A time-oriented learning contract. The following

table shows an example of learning contracts which students

 

made to themselves.



 

 

 

 

 

Time                                           Theory W 524

 

Table 73 - Student time-oriented learning contract 

____________________________________________________________

____________________________________________________________

Note: Benedictine College, Harv Otto professor.

      Time tracking for a week. Quite often individuals

show interest in their whole hour activities for a week -

several studies are shown in the following table.  The

reconciliation of the weekly work-tasks to the weekly

available hours of 168 provides a certain validity.  These

individuals have performed scientific inquiry into their

 

lives.



 

 

 

 

 

Time                                           Theory W 525

 

Table 74 - Weekly time research 

____________________________________________________________

 

Verb       Descriptor     Noun          From Who Done Whrs

__________ ______________ _____________ ____ ___ ____ ____

                                                      ---

reconcile  weekly         hours                       168

____________________________________________________________

Note: Few if any college students seem interested in a

trial of tracking their time for a week.

      Concord College MGT 301 student 21, 1987-88.

choice.

 

      An entry in Kierkegaard's JOURNAL for the year 1843

   opens with these words:  It is perfectly true, as

   philosophers say, that life must be understood backwards.

   But they forget the other proposition, that it must be

   lived forwards.

      Kierkegaard goes on:  And if one thinks over that

   proposition it becomes more and more evident that life

   can never really be understood in time simply because at



 

 

 

 

 

Time                                           Theory W 526

 

   no particular moment can I find the necessary

   resting-place from which to understand it - backwards.

   (47 1)

      Theory W presumes otherwise - that a weekly resting

place can provide backward understanding - and that from the

resting place the individual can live life functionally

forward.

      In a sense this weekly time control becomes a

biography.  Thus I write my biography so that my kids (or

better my children - or best my kindred friends) may

understand me and to be better for their experience,

"Everyday in every way to experience the love in the world."

Through time control?  Answer - "Yes," you can bet on it!

It's powerful.

Spending control 

      Theory W represents the whys and ways of functional

organization - the one aspect discussed below fits into a

strategic view of organization with reconciliation with the

formal and informal concepts of organization.

      Hours and dollars measure spending - those measures

apply to any organization, including the individual as an

organization, and as the member unit of the larger

organization.

      Time. As an example of time spending, the time spent

writing this copy is measured and reconciled in the table

 

below.



 

 

 

 

 

Time                                           Theory W 520

 

Table 75 - Time spending checkbook 

____________________________________________________________

 

Functional task             Day of the Week      Weeks'89

___________________________ ____________________ ________

 

Verb       Noun         Act m  t  w  r  f  a  u  41 40 39

__________ ____________ ___ __ __ __ __ __ __ __ __ __ __

 

slow       activity     12  12 16 14 8              94 93

improve    literacy     13        1                 1  3

enlarge    scope        14  1  1  1  1              17 12

attain     rank         15

write      syllabi      17                       1

write      dissertation 18  2  4     2              9  13

prep       lessons      19  4     3  2              15 21

facilitate learning     20  3  2  3  2  3        13 14 13

maintain   assets       21                          2  1

facilitate learning     22  1  1  2                 6  10

write      material     23                          9

supervise  workstudys   24  1                       1  1

engage     seminars     25                             1

____________________________________________________________

Note: The above table sets forth (1) several functional

tasks, (2) task numbers for identification, (3) a daily

reconciliation for the current week, and (4) some weekly

history by week number.  Week number 52 being the last week

of the year.

      The above table deals with actual spending and does

not display a plan of time spending.  Act number 15,

however, is an exception, where the mere presence of the

task indicates a desire to spend time and thus accomplish

that task.  That particular variance would not escape the

interested administrator.

      For the strategic administrator, attainment of the

organization mission can use objectives like the above.

Zero hours spent obviously will not attain objective number



 

 

 

 

 

Time                                           Theory W 528

15.

      Another section of this dissertation explains the way

in which individual acts are linked to the organization's

mission.

      In summary, the individual worker can control actual

time spending relative to the organization mission.  The

visibility of planned and actual time spending promotes the

attainment of the organization's mission.

      Dollars. An understanding of dollar spending in our

society appears most vividly in the form of the universally

available personal checkbook - the check size and format has

a recognizable standard.  The color of the checks, the

background scene, and the form of the checkbook can vary.

Picture yourself visiting your local bank to open a new

checking account.  The supplies which you receive are your

spending control tools.  One tool of primary importance

appears in the checkbook - the check register!  Spending

control takes place at that point.

      The process of control takes place by subtracting

actual from plan thus arriving at a variance, ranking the

variance, and taking corrective action.  When dealing with a

single checkbook, ranking does not apply.

      The personal check register usually has a periodic

inflow of deposits.  This is viewed as a spending plan.  The

checks that are written are the outflow.  Responsible



 

 

 

 

 

Time                                           Theory W 529

individuals do not write checks without prearranging for the

funds to be there when the checks clear.  This same process

applies to all businesses and institutions - all

organizations.

      Using this concept, large budget variances are

impossible.  For example, anyone who wrote a check without

sufficient funds becomes irresponsible and subject to

organization disciplinary policy.  Many people need to be

taught this straight forward, non-computerized spending

control concept.  Responsible administrations easily arrange

for the education of its workers - present and future.

      Application of the checkbook spending control concept

to business and institutions involves the identification of

the numerous forms of checks - perhaps a dozen.  They come

in countless sizes, colors, and structure.  But each

organization has a specific number of check forms - and not

necessarily prenumbered.  The month-end personal bank

statement equates with the large organization's general

ledger and/or tailored budget report.  Note well that the

computerized report point is not the point of spending

control.

      In summary, time and dollars are the units of spending

control.

      Administrative reporting. To strengthen organization

responsibility and accountability, Theory W provides job



 

 

 

 

 

Time                                           Theory W 530

descriptions consisting of tasks which support the

organization mission.  Under Theory W, the worker reports

resource allocation and productivity to administration for

further reconciliation.

      The following initial view of weekly or other regular

periodic reporting disregards the connection of job tasks to

measurable objectives and to the organization mission.  Thus

a simple checkbook reconciliation against a 40 hour

workweek, a 168 hour lifeweek, or a list of assigned tasks

provides quick and uncomplicated insight into the

individual's resource allocation.  The topic of

reconciliation or non"instant genius" provides realism for

an otherwise instant gratification or shortcut work ethic

culture.  Theory W can provide realistic insight into the

resources required to accomplish an organization mission.

      In today's job culture, manager's must be prepared to

train white collar employees to report resource allocation

and productivity.  Theory W recommends that the manager do

this training by example, i.e., the manager displays their

own time checkbook and assists the employee to understand

their most comfortable form of checkbook.  There are many

 

ways to keep checkbooks.



 

 

 

 

 

Time                                           Theory W 531

 

Table 76 - Time Spending Checkbook in Whole Hours 

____________________________________________________________

 

Functional task description         Routine hrs      Proj

___________________________________ _________________ ect

 

Verb       Desc    Noun  1989   Act 41 38 37 36 35 34 hrs

__________ _______ ____________ ___ __ __ __ __ __ __ ___

 

(1)

prep               lessons      19  21 22 26 22 29 1

facilitate class   learning     20  13 13 12 13 8

facilitate office  learning     22  8  16 11 6  2

write      BC      syllabi      17  1           18 15

supervise          workstudys   24  1     3  2

(2)

write              dissertation 18  15 3  4  5     1

enlarge    job     scope        14  7  6  14 12 6

(3)

improve    compute literacy     13  1        3  6  6

support    offcamp courses      25     2  6  7        16

attain     assoc   rank         15

____________________________________________________________

Note: As shown above, specific tasks can be grouped for

emphasis.  For example, faculty tasks can be looked upon as

three relationship groupings - tasks dealing with (1)

students, (2) other faculty, and (3) administration.

(Otto's BC hiring committee provided this 1-2-3 priority

input.)

      Specific evidences of performance can then be counted

against the time spent - a basic measure of productivity, if

you will.

      Group (1) - Act 19,20.  Changed to an exam for each

part in response to students and faculty.  Honed finance

focus to calculation drill - numbers, numbers, numbers.  I

continue to push critical thinking challenge at the

students.  Midterm grades and book orders are due.

      Group (1) - Act 22.  Setup evening study for



 

 

 

 

 

Time                                           Theory W 532

struggling finance students.  An `unknown' student is

requesting me as adviser through Georgia.  Tieing into

Econ's Wednesday noon WSJ sessions for stronger curriculum.

      Group (1) - Act 17.  Intend to review another B-policy

text which was accepted as a transfer to BC.

      Group (1) - Act 24.  Output of a "Welcome to BC

computing catalog coming into focus."  The objective is

improvement of campus-wide literacy.

      Group (2) - Act 18.  Have generated dissertation

information for mentor consideration.  Plan to assemble

another mentor package over Break.

      Group (2) - Act 14.  Continuing discussion w/selected

faculty on advisee course plans.  Will implement a simple

backlog file instead of accepting every challenge which is

directed from administration.  Am prospecting for business

manager position principles.

      Group (3) - Act 13.  Coping with the new and varying

BC computer systems.

      Group (3) - Act 25.  No post-mortem yet on lost AT&T

bid.  Apparently BC is 50% overpriced in the local

geographic adult continuing education market.  In a sense,

administration wasted 16 hours of faculty time.

      Group (3) - Act 15.  I am not levering my time very

well.  I think I need a three month review now that my

contract has been voided.  What is my future contribution to



 

 

 

 

 

Time                                           Theory W 533

BC?  How does BC excite workers to its organization mission?

I need this BC situation as the "irritant" to produce the

"cultured pearl" of my dissertation - perhaps a life-long

dream.

      When managers cannot or will not broach accountability

or responsibility criterion, the Theory W type worker can

provide a bottom-up teach-by-doing exercise in addition to

the worker's vested CYA interest.  Warning to the work

oriented employee!  The accountable and responsible worker

may not be wanted in a political organization.  Typically an

organization whose managers and leaders decide to make

decisions based upon formal organization position, social

informal organization consensus, etc. - rather than on just

plain logical support of the functional (unformal)

organization mission are understandably threatened by an

objectives oriented system.  The managerial practice of

measured objectives takes intestinal fortitude - the above

table is an example.  Another example is the adviser witness

of the advisee's sequence of courses which supports the

student's mission of graduation.

      Administration separation. Too many times, "Never the

twaine shall meet."  The professors were merely labor to the

following administration - yet the functional challenge was

addressed and not forfeited.  "Many are called but few are

chosen."  Better to define your individual interest than to



 

 

 

 

 

Time                                           Theory W 534

 

give up one's growth avenue.

 

      Please consider my name as a prospective candidate for

   business manager.  I have several interests:

      1. As a senior faculty in Business Administration

   teaching the capping courses, I wish to reconcile what I

   teach to the students, with what the college organization

   is doing with its business department.

      2. As a PhD candidate writing my dissertation, I wish

   to integrate my research of Benedictine's mission,

   measurable objectives, and implementation, with the

   structure of the future business manager's job

   description.

      3. As an interested faculty, there is a possibility

   that some business manager functions could be tied more

   closely to faculty efforts.

      As a newly hired faculty in the midst of what you

   described as "these recent difficult weeks" - I wish to

   return the thanks of the Board with a sharing of my plans

   for continued fortitude and professionalism.  Because as

   the Board prays for us as the "front line," we must

   implement to "meet the daily challenge of translating the

   mission of our college into words and deeds."  I feel

   that I have been blessed to be employed by BC.

      Even though I am "the new kid on the block" I feel the

   family spirit of BC.  And I "expect the best" from myself

   and our working together family.  A working together

   family is another way of viewing an effective

   organization - something I know well from a full range

   career in Business, and now a building career in Higher

   Education.  Hopefully both to be complimented soon with

   the completion of my dissertation.

      I enclose recent evidence of my fortitude and

   professionalism, in the form of letters to the Circuit -

   one printed and the other two merely ideas for now.

      Now I look to Dr.James for the recognition and

   refinement of measurable objectives which support our

   mission.  In a way, I generate my own recognition by

   returning your thanks in this form.  And I newly fortify

   my work in search of refined objectives.  Currently that

   takes the form of integrating the July 1987 North Central

   Self-Study's expression of BC objectives into my

   dissertation.

 

      Variance analysis.



 

 

 

 

 

Time                                           Theory W 535

 

Table 77 - Week 4194 activity variance analysis 

____________________________________________________________

 

Act Noun          Pre Done Consequence

___ _____________ ___ ____ ________________________________

 

 1  sleep          0  yes  sensical dreams

 2  exercise       1  yes  good progress

 3  maintenance    2  yes  slime tubes

 4  relatedness    3  yes  settled

 5  writing        4  yes  co-de closed

 6  dissertation   5  yes  post-mortem

                           use continue command

 7  job            6  no   bind books

 8  productivity   1  no   eating deviation

 9  closures       8  yes  challenges

 10 missings       9  yes  piano, umpire, daily writing hrs

____________________________________________________________

Note: Not a satisfactory format nor impact.



 

 

 

 

 

Time                                           Theory W 536

 

Table 78 - Week 4294 activity variance analysis 

____________________________________________________________

 

Act Noun          Pre Done Consequence

___ _____________ ___ ____ ________________________________

 

 1  sleep          0  yes  troubled dreams vs sweet dreams

                      4194 sensical dreams

 2  exercise       1  yes  tapered off yet into poly jeans

                      4194 good progress

 3  maintenance    2  yes  apartment and car vacuumed

                      4194 slime tubes

 4  relatedness    3  yes  expanding to more friends

                      4194 settled

 5  writing        4  yes  co-de closed

                      4194 personal growth in CHALL file

 6  dissertation   5  yes  conclude with continue command

                      4194 post-mortem

                      4194 use continue command

 7  job            6  yes  business card and brief to Lois

                      no   bind books

                      4194 bind books

 8  productivity   1  no   eating deviation heightened

                      4194 eating deviation

 9  closures       8  yes  more sleep accepted as ok

                           very good exercise although less

                           wash done, shoes polished

                           Rosemary and Irene bridge ties

                           writings tied to dissertation

                           CONCLUDE and FCDO worked

                           progress worked into Lois letter

                           exercise high led to eat high

                      4194 challenges

 10 wants          9  yes  substitute for eat high, no flab

                           daily writing hrs, piano, umpire

                      4194 piano, umpire, daily writing hrs

____________________________________________________________

Note: Too complex - in subsequent weeks, the history idea

was dropped.



 

 

 

 

 

Time                                           Theory W 537

 

Table 79 - Week 4394 activity variance analysis 

____________________________________________________________

 

Act Noun          Pre Done Consequence

___ _____________ ___ ____ ________________________________

 

 1  sleep          0  yes  thought provoking dreams

 2  exercise       1  yes  progress yet marginal health

 3  maintenance    2  yes  clothes and apartment bettered

 4  relatedness    3  yes  consider couple opportunities

 5  writing        4  yes  wed essay, stress essay

 6  dissertation   5  no   wisdom review waiting

 7  job            6  no   small controllership easiest?

                      no   bind books

 8  productivity   1  no   marginal health sleep needed

 9  closures       8  yes  cold sore and teeth may be well

                           excellent exercise

                           excellent home management

                           Rosemary bridge, Irene visit

                           firm life strategy coming

                           daily writing realized

                           resume circulation ready?

                           skip exercise after bike day

 10 wants          9  yes  Nancy and Harv life strategies

____________________________________________________________

Note: As of 9542 the variance analysis concept is still not

integrated with the closing of the weekly time records.



 

 

 

 

 

                                                Theory W 538

​                                                               ​                                                                                                                                                                                                                                                                                                                                               

Chapter 9 - The expert worker 

 

      Self as an organization

      Work defined

      Individual worker identity

      Individual work responsibility

      The expert worker

      Job descriptions

      Productivity

      Individual performance

      Review.  Taken as an example, the functional

organization of this dissertation shows both an aimful macro

view (why) and a micro-management view (how or the way).

Between these macro and micro views lay the seam of

validity.  In general, that seam of validity can be seen per

table 66 on page 494 as the implementation task, and

specifically, the tasks of authorship, PhD, and the

dissertation.

      Summary.  The input of organizational strategy permits

the organization to optimize the human mind's potential for

supporting the organization's aim.  Theory W calls this type

of human mind "the expert worker."

      Next.  The worknet form of Theory W evolves from years

of case study development.

 

Self as an organization 

      The section on philosophy introduced the universal

concept of the self.  And since Theory W deals with the

hierarchical organization of functional work tasks of

people, the definition of the self, specifically the



 

 

 

 

 

The expert                                      Theory W 539

operational definition of the self, can be seen as

considerably importance.

      In short, Theory W sees the self operating as a point

of choice - the self's function is to choose.  Some

individuals seem to have a greater ability to choose than

others - Theory W views this phenomenon as some people being

more practiced in making choices.  The people who practice

making choices become more free than others.  This practice

of making more choices does not entirely associate with

having, for example, more money or more intelligence.

Rather, Theory W views the ability to make choices as the

opposite of the fear which restricts an individual self.

Thus the ability to make choice associates inversely with

the amount of fear which the individual feels.  Begin with

the immobilized self to understand how fear restricts

freedom, and then in turn, how fear limits the choice

experience available to the fearful self.

      Immobilized self. Some people fear to such a

degree as to become immobilized - catatonic.78 The graphic

display of a catatonic self could be a circle of fear so

tight as to leave little room for the point of choice to

experience the good feelings needed to motivate action.

 

____________________

 

      78 Reference a definition of catatonic.



 

 

 

 

 

The expert                                      Theory W 540

 

Figure 47 - Graphic of a catatonic self 

____________________________________________________________

 

Good feelings

                   _

                  |*|  <-- Point of choice-to-action

                   ~       closed by a ring of fear

Bad feelings               so as to limit the impact

                           on bad feelings. Good feelings

                           however, are also limited.

____________________________________________________________

Note: To believe the above calls for an immediate truth

judgement (a priori).

      Picture a Chinese-finger toy from childhood play.  You

slipped that diagonally woven tube on two fingers of

different hands - then you pulled.  You then discovered that

the harder you pulled, the tighter the woven tube gripped

the finger.  Only by releasing the finger could you become

free.  Conceptually, fear squeezes tighter on the self's

action performance just like the pulling on the more tightly

gripped the child's finger.

      One result of implementing Theory W does assist in

releasing organization constraints on the worker self - see

part on the FIRO-B test measurements.  But release of

worker-self constraints79 remains only one of several

Theory W advantages.  Continuing to expand on the definition

of an operational self, the next figure graphs the self of a

more normal organization member.



 

 

 

 

 

The expert                                      Theory W 541

 

Figure 48 - Graphic of a normal self 

____________________________________________________________

 

Good feelings     __

 

                  *a

           /              \

          /love         joy\

            \            /

             \          /

              \        /

               \      /

                \    /

                 \  /

       |          \/          |

       |          /\          |

                 /  \

                /    \

               /      \

              /        \

             /          \

            /            \

          \sorrow      hate/

           \              /

 

                  __

                     fear as a confining circle

Bad feelings

 

____________________________________________________________

Note: The above calls for an immediate truth judgement (a

priori - see philosophy section).

      a The star (*) represents the self's point of

choice-to-action.

      The above portrays a self, acting from an ethical

 

____________________

 

      79 The four-year Civil War with 680,000 casualties

was fought to lift worker constraints - not only physical

constraints, but also to set men's spirits free (237) and

thus increasing the freedom of the individual self.  That

spirit set free in any organization can be viewed as

synergism.  Additionally, the process of organization

freedom can be viewed as strategy.



 

 

 

 

 

The expert                                      Theory W 542

position of joy and love - perhaps more of a representation

of becoming rather than of actuality.

      Moving closer to the wants of Theory W, the above

choice-to-action becomes action represented by the familiar

force-arrow of physics and mechanics.  Choice thus

translates to self-action - responsible self-action perhaps

represented by the arrow (*------>).

      An action can be pictured as a simple arrow.  In

Physics, the arrow represents the force of action.  In

English, we have action verbs working, or forcing, upon

object nouns.  The direction of the arrow of action flows

from left to right - following English writing form and the

pictorial of most time-lines.  History and archeology

provide time-lines of cultural interest.  In a narrower

scheme PERT, CPM, and decision trees also use time-lines.

Time-line arrow actions can be seen as universal.

      Of closer personal interest are the time-lines of our

lives which can be viewed as a simple chain of task-action

arrows.

      Now on to what the universal self-force could find as

 

a universal target.



 

 

 

 

 

The expert                                      Theory W 543

 

Figure 49 - Universal human needs as a life aim 

____________________________________________________________

 

The arrow of action force aims at the hierarchical needsa

 

                               __

                            E      E

                          /          \

                         /     __     \

                        /    R    R    \

                       /   /        \   \

                      /   /    __    \

                         /            \   E

                     E      / G  G \

                        R              Relatedness

 

 *----------->b      |  |  | Growth |  |  |

 

                        R              R

                     E      \ G  G /      Existence

                         \     __     /

                      \   \          /   /

                       \   \        /   /

                        \    R __ R    /

                         \            /

                          \          /

                            E  __  E

 

____________________________________________________________

Note: a Alderfer reference.

      b The star (*) represents the point of motivation as

choice-to-action.

      Thus Theory W looks upon the self as becoming an

organization member for any variation of existence,

relatedness, and growth needs.  Theory W addresses each of

those needs and ties to FIRO-B in part 5 to demonstrate the

increase in productivity as a conjunction of an increase in

organization output.

      Summary.  The self chooses action founded on joy-love



 

 

 

 

 

The expert                                      Theory W 544

to fulfill existence, relatedness, and growth (ERG) needs.

      Transition.  Now Theory W attends to the task of

documenting what actions have meaning in support of the

organization end.  Two types of organizations exist - a one

member organization where the individual becomes the only

worker, and the multi-member organization where two or more

workers support the organization end.

      Internal self. Take any action you have done recently

 

and ask yourself -

 

      For what reason, or why, am I doing this action?  Do I

   really choose or am I just being told what to do and when

   to do it?  Am I driven emotionally - by love-hate,

   joy-sorrow, freedom-fear?  Do I express the freedom to

   constantly improve,80 to better my selfÆ80æ along with

   other's selves for the good feeling involved?  That good

   feeling can be seen as a synergistic joy both within

   one's self and with the right others.

      A sign of choice for a particular action would be an

emphasis on logic or rationality, versus an unquestioning

 

emphasis on time deadlines.

 

      What do I see as the function of my life-work?  Or am

   I just given position in various organizations?  Is

   position my primary motivator or is function my primary

   motivator?

      Do my life-work choices flow to a greater good and do

   I determine the way of actualizing my life for my good

   and for the greater good?

 

____________________

 

      80 Improvement and betterment can be seen as part of

the love process - those three levels of respect,

encouragement, and challenge for self and others.

Improvement and betterment can also be seen as the human

growth process - the highest basic need.



 

 

 

 

 

The expert                                      Theory W 545

      Writing, for example, can be time-consuming to the

point of shutting out other progress.  A balanced life needs

more than just writing, or organization, or a job, or

friends, or relatives.  A preponderance of visiting,

reading, or reflection in life can end in the question, "Is

this all there is?"

      Besides these internal crunchings of the inner self,

there are other external selves which communicate, connect,

and even co-depend on the one internal self.  We all have

but one internal self which should be of primary importance

to that individual.

      External self. The above individual self can choose

to actively listen to another with a specific frame of mind.

 

Your definition of another self can be revealing.

 

      Relative to me, you are THE point of choice.  I

   respect the choice which you make.  In fact, my

   life-mission attempts to empower your choice-making

   ability.  I choose to substitute choice-making for

   administrative decision making.  Choosing skills are

   developed long before being hired into an administrative

   job.  In fact, choosing skills are best developed right

   along with the three-year-old's "Why" question.  The

   question aims at growth.

      Scientific psychology - ERG. Psychology provides the

explanation of ERG basic needs.  Thus we are motivated as

individuals to grow and improve, specifically within

improving organizations.  Growth builds upon relatedness and

existence needs fulfillments.

      ERG structures individual motivation as an



 

 

 

 

 

The expert                                      Theory W 546

organization.  Thus the pyramid of the figure below

 

represents a universal individual organization.

 

Figure 50 - ERG as the individual's org 

____________________________________________________________

 

                     /\

                   /    \

                 / growth \

               /            \

             /   relatedness  \

           /                    \

         /        existence       \

       /____________________________\

 

____________________________________________________________

Note: See table 2 on page 17.

      Maslow's self-actualization as popularized by Dyer and

as scientifically proven by Alderfer, exemplify and

elaborate the human growth process.  Education elaborates

the growth process as learning-by-doing.  Zinsser suggests

that writers measure their attitude toward their written

word as "how willing we are to [1] trust the grandeur of the

language, [2] the dignity of the reader, and [3] the

heritage that makes us who we are."(156 see reference index)

Restated, those functions can be seen as ERG.

 

      The Zinsser model can be seen to translate to ERG.



 

 

 

 

 

The expert                                      Theory W 547

 

            trust language     growth

            dignify reader     relatedness

            respect heritage   existence

      To begin, we observe that individuals are purposeful

in meeting their basic needs (ERG).  Marketing

administration deals with the translation of those basic

needs into wants - delimited from this dissertation.  Thus

only the psychological needs appear of concern here.

      Love as interpreted by Jesuit Powell suggests a three

level hierarchy of loving action.  The emphasis on self

priority intends to align with the individuality expressed

by Campbell.  The ERG and love models can be compared.

 

            growth        challenge

            relatedness   time encouragement

            existence     respect

      Then there may be a priority of actions between self

 

and others.

 

Table 80 - Hierarchical loving action 

____________________________________________________________

 

                             Priority of task action

                             _______________________

 

Level Action                  For self   For others

_____ ______________________  ________   __________

 

 1    respect                   1st         2nd

 2    time and encouragement    4th         6th

 3    challenge                 3rd         5th

____________________________________________________________

Note: Based on John Powell's books.

      The above rationalizes worker relationships.  First



 

 

 

 

 

The expert                                      Theory W 548

recognize that the self along with other individual selves,

secure the end purpose of a particular functional

organization.  And functional organization, taken far

enough, reflects back to each individual member's self.

Thus the end of the organization reflects the self and the

self reflects the organization.

      Unique development. Each individual should have a why

for their life actions.  Theory W organization calls for a

philosophic aim, measurable objectives, and chosen sequenced

actions.  The sequenced acts as always subject to inter- and

intra-human relational balancing - again choice.

      Actualization of chosen action accomplishes objectives

which align toward a philosophic aim - always toward the aim

or mission.  The mission ideal, philosophically structured

as to defy attainment.  Objectives, however, must be

attainable in full measure and with full benefit to the

 

long-term feelings of self.

 

      Psychologist Ernest Becker argues that man is driven

   by an essential dualism; he needs to be a part of

   something and to stick out.  He needs at one and the same

   time to be a conforming member of a winning team and to

   be a star in his own right.  (14 xxiii)

      The problem in America is that our fascination with

   the tools of management obscures our apparent ignorance

   of the art.  (14 xxiv)

      Even management's job becomes more fun.  Instead of

   brain games in the sterile ivory tower, it's shaping

   values and reinforcing through coaching and evangelism in

   the field - with the worker and in support of the

   cherished product.  (14 xxv)

      The numerative, analytical component has an in-built

   conservative bias.  Cost reduction becomes priority



 

 

 

 

 

The expert                                      Theory W 549

 

   number one and revenue enhancement takes a back seat.

   (14 44) The exclusively analytic approach run wild leads

   to an abstract, heartless philosophy.  (14 45) Today's

   version of rationality does not value experimentation and

   abhors mistakes.  (14 47) The rationalist approach does

   not celebrate informality.  (14 50)

      Built into human nature:

      1) All of us are self-centered, suckers for a bit of

   praise, and generally like to think of ourselves as

   winners.  But the fact of the matter is that our talents

   are distributed normally - none of us is really as good

   as he or she would like to think, but rubbing our noses

   daily in that reality doesn't do us a bit of good.

      2) Our imaginative, symbolic right brain is at least

   as important as our rational, deductive left.  We reason

   by stories at least as often as with good data.  "Does it

   feel right?"  counts for more than "Does it add up?"  or

   "Can I prove it?"

      3) As information processors, we are simultaneously

   flawed and wonderful.  On the one hand, we can hold

   little explicitly in mind, at most a half dozen or so

   facts at one time.  Hence there should be an enormous

   pressure on managements - of complex organizations

   especially - to keep things very simple indeed.  On the

   other hand, our unconscious mind is powerful,

   accumulating a vast storehouse of patterns, if we let it.

   Experience is an excellent teacher; yet most businessmen

   seem to undervalue it in the special sense we will

   describe.

      4) We are creatures of our environment, very sensitive

   and responsive to external rewards and punishment.  We

   are also strongly driven from within, self-motivated.

      5) We act as if express beliefs are important, yet

   action speaks louder than words.  One cannot, it turns

   out, fool any of the people any of the time.  They watch

   for patterns in our most minute actions.  and are wise

   enough to distrust words that in any way mismatch our

   deeds.

      6) We desperately need meaning in our lives and will

   sacrifice a great deal to institutions that will provide

   meaning for us.  We simultaneously need independence, to

   feel as though we are in charge of our destinies, and to

   have the ability to stick out.  (14 55-6)

 

      Administrative theory.

 

      The Administrative Theory supposes that in every great

   enterprise there is a permanent council for improvements

   whose function it is to make researches on all possible



 

 

 

 

 

The expert                                      Theory W 550

 

   improvements in the enterprise and carry them out under

   the auspices and authority of the director.  (183 111)

      That means that the head person must be interested in

improvement.  The focus of Theory W improvement focuses on a

simple yes or no judgement on the task functions of the

individual job description, thus encompassing all

organization functions.

Work defined 

      Consider the proposition that if work tasks are made

visible the organization objective will more probably be

accomplished and organization productivity will increase.

      Statistical significance is not the point.  Rather

logical, casual action clarity which appeals to the worker

is needed so that the worker chooses to act more effectively

in support of the organization objective.

 

      Groups vs individuals.

 

      Treating groups rather than individuals as independent

   units of analysis permits making generalizations about

   the internal structure of work groups, but it ignores the

   interrelations of these groups in the larger industrial

   organization.  (5 12)

      The individual can be seen as the worker - the point

of work accomplishment and responsibility.  Thus

interrelationships apply to individuals - relationships are

of individuals.

      Internal vs external motivation. Motivation to action

 

can then be seen to be within an individual worker.



 

 

 

 

 

The expert                                      Theory W 551

 

      Almost all modern administrative organizations (as

   well as some ancient ones) are bureaucratically

   organized.  Weber enumerates the distinctive

   characteristics of this type of organization in the

   following way:  [Weber's discussion of these

   characteristics may be found in H.H.Gerth and C.Wright

   Mills (trans.&eds.) (1946) From Max Weber: Essays in

   sociology.  New York: Oxford University Press.

   p.196-204; and in Weber, op.cit., p.329-336.] (5 32)

      (1) Organization tasks are distributed among the

   various positions as official duties.  Implied is a

   clear-cut division of labor among positions which makes

   possible a high degree of specialization.

   Specialization, in turn, promotes expertness among the

   staff, both directly and by enabling the organization to

   hire employees on the basis of their technical

   qualifications.  (5 32)

      The motivation of the formal organization begins - to

stay rehired.  The formal organization links individual

positions.  To the contrary, but contrary to the formal

organization, the Theory W pure functional organization

links individual tasks which in turn are assigned to formal

 

organization workers.

 

      (2) The positions or offices are organized into a

   hierarchical authority structure.  (5 32)

      The Theory W organization provides clear functional

authority.  Computerized data bases offer individual task

 

linking on a practical basis.

 

      (3) A formally established system of rules and

   regulations governs official decisions and actions.

   (5 32)

      (4) Officials are expected to assume an impersonal

   orientation in their contacts with clients and with other

   officials.  (5 33)

      The work task functional organization actualizes

 

through individuals, thus can be seen as personal.



 

 

 

 

 

The expert                                      Theory W 552

 

      (5) Employment by the organization constitutes a

   career for officials.  (5 33)

      Theory W emphasizes reassignment of work tasks, thus

task linking emphasizes performance, and more effectively

provides organization productivity.

 

      Formal - one facet.

 

      Selznick has emphasized that the formal structure is

   only one aspect of the actual social structure and that

   organizational members interact as whole persons and not

   merely in terms of the formal roles they occupy.

   [Phillip Selznick (1948) Foundations of the theory of

   organization.  In American Sociological Review,

   v.13,p.25-35.] (5 35)

 

      Informal - one facet.

 

      Many empirical studies demonstrate that friendship

   patterns, unofficial exchange systems, and "natural"

   leaders arise to modify the formal arrangements.  [See,

   for example, Charles H.Page (1946) Bureaucracy's other

   face.  In Social Forces, v.25, p.88-94, and Ralph

   H.Turner (1947) The Navy Disbursing Officer as a

   bureaucrat.  In American Sociological Review, v.12,

   p.342-348.] (5 35)

      Function - one facet. The formal organization, at

times, insults the expert worker as a decision maker.

      Herbert Simon conceives of administrative

organizations primarily as decision-making structures.  [See

Simon, op.cit., p.1-11,45-78, et passim.] He has

 

characterized his own focus in the following passage:

 

      What is a scientifically relevant description of an

   organization?  It is a description that, so far as

   possible, designates for each person in the organization

   what decisions that person makes, and the influence to

   which he is subject in making each of these decisions.

   [Ibid., p.37.]

      Effective administration, according to Simon, requires



 

 

 

 

 

The expert                                      Theory W 553

 

   rational decision-making; decisions are rational when

   they select the best alternative for reaching a goal.

   (5 36)

      [Herbert A.Simon (1957) Administrative behavior.  New

   York: Macmillan.  p.126-127.] (5 28)

 

      Decisions are individual choice.

 

      Talcott Parsons provides yet another concept in of

   formal organization in the recent application of his

   general theoretical framework for the study of social

   systems to such organizations.  [Talcott Parsons (1960)

   Structure and process in modern societies.  Glencoe

   IL: Free Press.  p.16-96.] According to Parsons' schema,

   all social systems must solve four basic problems: (1)

   the environment coupled with the active transformation of

   the external situation; (2) goal achievement: the

   defining of objectives and the mobilization of resources

   to attain them; (3) integration: establishing and

   organizing a set of relations among the member units of

   the system that serve to coordinate and unify them into a

   single entity; and (4) latency: the maintenance over time

   of the system's motivational and cultural patterns.  [See

   Talcott Parsons et.al.  (1953) Working papers in the

   theory of action.  Glencoe IL: Free Press.  p.183-186.

   (5 38)

 

      Dual-boss frustrations.

 

      Orders from superiors made demands on the waitress, as

   did the "orders" of the customers, and even the requests

   for help from her co-workers.  A waitress was of ten

   caught in the cross currents of these demands, as when an

   impatient customer insisted on services that upset her

   routine.  The tensins produced by these conflicting

   pressures sometimes built up to a point where they

   exploded, that is, made the waitress break down and cry.

   [William F.Whyte (1948) Human relations in the restaurant

   industry.  New York: McGraw-Hill.  p.64-81.] (5 83)

 

      Informal micro-organization.

 

      As the Hawthorne studies continued, an increasing

   awareness of the significance of social relations for

   worker morale led the investigators to decide to observe

   the behavior of a group functioning under normal

   circumstances rather than attempt to manipulate work

   conditions experimentally.

      It soon become apparent that there were uniformities



 

 

 

 

 

The expert                                      Theory W 554

 

   in the behavior of the group under observation that did

   not follow the formal organization's blue-print.

   Informal relations developed among the men and gave rise

   to organized patterns of conduct in the group--that is,

   there was an informal organization.  (5 91)

 

      Job vs task security.

 

      Norms controlling worker output also served the

   function of increasing job security for workers.  (5 93)

      Rather than stressing group or workers output, Theory

W focuses on worker output, and then, only in conjunction

with the communication of accomplishment and concerns along

with a view of work task times and resulting outputs for the

week.  The Theory W administration stress can thusly be seen

 

as task security to the credit of the task workers.

 

      Babchuk and Goode report a situation where a sales

   group developed a quota system that equalized sales

   volume for each member although management had

   established a commission arrangement encouraging

   competition among salesmen.  [Nicholas Babchuk & William

   J.Goode (1951) Work incentives in a self-determined

   group.  In American Sociological Review, v.16,

   p.679-687.] (5 94)

      A study by Roy of a group of workers in a machine shop

   also deals with regulation of output.  [Donald Roy (1952)

   Quota restriction and goldbricking in a machine shop.  In

   American Journal of Sociology, v.57, p.427-442.] (5 94)

      Obviously the groups were permitted to administer

their own organization standards.

      No standards less output. With basic human worker

attitudes universally established as growthful, one can

observe many expert workers leaving low-output

organizations, resulting in the remaining composite of

workers having even lower productivity.



 

 

 

 

 

The expert                                      Theory W 555

      Some other examples from case studies.  Concord

College ignores Board of Regents course cores, teaching what

the instructors will.  They also teach less than the chosen

text view, skipping chapters.  They teach less from many

chapters.  They test to what they teach rather than using

random testing from national norms.  Instructors offer no

100% hold-class-hours normative policy, and no evidential

tie between course lessons (also redundancy of many lessons

across several courses).

      Dominant worker values. Expert workers include

administration - all organization position holders are

expert workers if their timed functional tasks are linked to

the aim of the organization.  Functionality begins with the

 

administrators.

 

      It appears that the relationship between informal

   status and performance is contingent on work group norms:

   only if the expert exercise of skills is a dominant value

   in the group does high status tend to be associated with

   superior performance and to serve as an incentive

   promoting it; if the dominant norm standardizes

   productivity, high stature is associated with modal

   performance.  And in groups organized in outright

   opposition to the formal organization, such as are found

   in prisons or concentration camps, high informal status

   probably accrues to those members who can most

   effectively resist organization pressures; that is, to

   the low producers: from the standpoint of the formal

   organization.  (5 95)

 

      Cohesion measurement.

 

      The cohesion of work groups often furthers operations.

   For example, cohesion has been shown to raise worker

   satisfaction and to lower turnover and absenteeism.

   Cohesion also provides social support for workers; thus,



 

 

 

 

 

The expert                                      Theory W 556

 

   it can neutralize the disturbing effects of conflicts

   with client...  (5 95)

      Theory W provides a measure of aimful cohesion to the

purpose of the organization.

      Functioning procedure manual. Theory W provides a

dynamic database which represents the authority of an aimful

 

organization.

 

      In the presence of a procedure manual, which serves as

   a substitute for personal experience and reduces

   differences in the objective need for advice between

   workers, the subjectively felt need for approval and

   support, as indicated by worrying, exerts more influence

   on the tendency to seek advice.  Here we see how an

   aspect of the formal institutions--the existence of a

   procedure manual--affects the informal relations that

   emerge among peers and, specifically, the significance

   that various characteristics of workers have for their

   informal status in the work group.  (5 235)

      Apparently, the importance of peers as a reference

   group tended to increase over time for those workers who

   had achieved an integrated position but to decrease over

   time for those who had failed to attain a secure

   characteristic of the emergence in work groups of

   informal organizations, which exert a pronounced effect

   on the operations in th formal organization.  (5 237)

      Both Jaques and Dalton have noted that an individual's

   ability to stand uncertainty and ambiguity governs the

   scope of the responsibility he will seek.  [Elliot Jaques

   (1959) The measurement of responsibility.

   London: Tavistock Publications, p.85-106; and Melville

   Dalton (1959) Men who manage.  New York: Wiley.

   p.243-248,252-255.] Both Jaques and Dalton tend to view

   this characteristic--the individual's capacity to stand

   ambiguity--in psychological or sociopsychological terms

   whereas we would prefer to concentrate attention on the

   individual's position in the social structure as it

   influences his ability to cope with prolonged

   uncertainty.  (5 241)

      Theory W promotes the removal of uncertainty and

thusly better achieves the organization objectives.



 

 

 

 

 

The expert                                      Theory W 557

 

      Work narrowly defined.

 

      To the individual in a modern industrial society...

   work is usually identified with the means of earning a

   living.  (24 18)

 

      Work broadly defined.

 

      Life-space means the total of activities or ways of

   spending time that people have.  (24 25)

      Time and activity are dimensions which are both

   present in all categories of life space...  (24 27)

      It is possible to work during one's leisure time.

   (24 27)

      Work is a basic condition of the existence and

   continuation of human life - it is independent of any

   particular form of society.  (24 33)

      Work is engaged in primarily for the sake of its

   product, the goods and services that it generates.  But

   it is no less true that work is often valued for its own

   sake, that for many people it meets the need for

   meaningful activity, as defined by others and as

   experienced by themselves.  (23 200)

 

      Work specifically defined.

 

      Whether the work module is a useful idea can be

   determined by trying it.  If it is successful, so much

   the better; if it is unsuccessful, other proposals are

   needed.  The major issue is not the work module itself,

   but the dilemma of industrial society to which it is an

   attempted response--the humanization of work.  That

   dilemma, I believe, can be resolved by the process of

   innovation, trial, and evaluation, and by no other means.

   (23 223)

      Thus work turns to be a universal idea.  Strategy also

turns to be a universal idea.  Now let's touch on how work

should be planned.  Theory W provides a specific context for

a universal view of human work.

      Theory W work. Creating-something usually implies a

value-added by any life-task.  Creative being a certain

measure of growth fulfillment.



 

 

 

 

 

The expert                                      Theory W 558

      Quality life & work. Life-workers have accomplished,

innovated, trialed, and evaluated.  Then they desire to

 

complete the evaluation by dissertating.

 

      The task force that produced Work in America made

   explicit what we only half recognized, that work is of

   central importance in the lives of Americans.

   "Consequently," they wrote, "if the opportunity to work

   is absent or if the nature of work is dissatisfying...

   severe repercussions are likely to be experienced" by the

   individual and society.  They demonstrated that if the

   nation wishes to improve the quality of life, a good

   place to start is with the quality and quantity of work.

   (23 vii)

 

      Better mental health.

 

      Findings pose a dilemma, well expressed by Arthur

   Kornhauser: "The unsatisfactory mental health of working

   people consists in no small measure of their dwarfed

   desires and deadened initiative, reduction of their goals

   and restriction of their efforts to a point where life is

   relatively empty and only half meaningful."  (23 185)

 

      To the contrary, with Theory W, can be demonstrated

the functional authority of any and all organization -

releasing untold worker energy.

      Healthy work.

 

         Satisfying work

         _______________

 

         creating something

         using skill

         working wholeheartedly

         using initiative and having responsibility

         mixing with people

         working with people who know their job (24 44-6)



 

 

 

 

 

The expert                                      Theory W 559

 

         Dissatisfying work

         __________________

 

         doing repetitive work

         making only a small part of something

         doing useless tasks

         feeling a sense of insecurity

         being too closely supervised (24 44-6)

      By turning to the science of psychology, we hopefully

find the key to relative fullness and meaningfulness.

 

      Basic human needs.

 

      Activity, whether mental or physical, is something

   people appear to need and to continually seek when it is

   absent.  (Some psychologists believe it to be a basic

   need of man.) (23 133)

      One hierarchy of human needs layers activity as

existence, relatedness, and growth (ERG).  Another hierarchy

layers physiology, safety, belonging, self-esteem, and

actualization activity.  Then there comes Hertzberg.

      Thus work enters the activity scene, or better said,

 

"Work as a job dominates the human activity scene."

 

      The economic and societal importance of work has

   dominated thought about its meaning, and justifiably so:

   a function of work for any society is to produce and

   distribute goods and services, to transform "raw nature"

   into that which serves our needs and desires.  Far less

   attention has been paid to the personal meaning of work,

   yet it is clear from recent research that work plays a

   crucial and perhaps unparalleled psychological role in

   the formation of self-esteem, identity, and a sense of

   order.

      Work contributes to self-esteem in two ways.  The

   first is that, through the inescapable awareness of one's

   efficacy and competence in dealing with the objects of

   work, a person acquires a sense of mastery over both

   himself and his environment.  The second derives from the

   view, stated earlier, that an individual is working when

   he is engaging in activities that produce something



 

 

 

 

 

The expert                                      Theory W 560

 

   valued by other people.  That is, the job tells the

   worker day in and day out that he has something to offer.

   Not to have a job is not to have something that is valued

   by one's fellow human beings.  Alternatively, to be

   working is to have evidence that one is needed by others.

   One of these components of self-esteem (mastery) is,

   therefore, internally derived through the presence or

   absence of challenge in work.  The other component (how

   others value one's contributions) is externally derived.

   The person with high self-esteem may be defined as one

   who has a high estimate of his value and finds that the

   social estimate agrees.  (226 3)

      Superhealth. comes into play when we aimfully focus

rather than wait until something goes wrong.  "Use it or

lose it!"  Whatever you want IT to be.

      Expert work sum. Healthful work combines creation of

a product through responsible task performance, with the

intensity and initiative of wholeheartedness, and

relatedness with other functional individuals.  Stripped

down we simply live the function of improve task performance

(growth).

      Work vs job-series. To simply apply the above

"improve task performance" function to daily life, masks

differentiation detail.  Thus for comparison we return to

the preface tables 4 and 7 on pages 26 and 31, evaluating

 

the job-series for satisfying work attributes.



 

 

 

 

 

The expert                                      Theory W 561

 

Table 81 - Evaluation of career work 

____________________________________________________________

 

                                           Tasks from above

                                           _________________

 

                                           create

                                           something

                                           |  demonstrate

                                           |  skill

                                           |  |  initiate

                                           |  |  network

                                           |  |  |  relate

Year   Job                                 v  v  v  jobtasks

____   ___________________________________ __ __ __ ________

 

89-90  College professor - capping courses Y  Y  Y  Yes

88-89                    - capping courses Y  Y  Y  No

87-88                    - capping courses Y  Y  Y  Y

84-86  Director of Business Administration Y  Y  Y  Y

79-82  National consultant - Conrail       Y  N  Y  Y

                             Schenk Treble Y  M  Y  Y

                             McGraw Edison Y  Y  Y  Y

                             GE            Y  Y  Y  Y

78-79  Company controller                  Y  Y  Y  Y

77-78  General manager                     Y  Y  Y  Y

76-77  Vice pres. finance & administration Y  Y  Y  Y

74-76  Manufacturing services director     Y  Y  Y  Y

67-74  Department controller               Y  Y  Y  Y

66-67  Fabrication manager                 Y  Y  Y  Y

65-66  Design supervisor                   Y  Y  Y  Y

61-65  Manufacturing engineer              Y  Y  Y  Y

____________________________________________________________

 

      Demonstrating skills includes the instance of

recognition by the formal organization - if the boss does

not recognize skill demonstration, skill cannot be

demonstrated in the context of a whole organization.  The

whole organization consisting of formal, informal,

 

functional, and technological facets.



 

 

 

 

 

The expert                                      Theory W 562

 

Individual identity 

 

      Society identity.

 

      A great many writers assert that the major

   psychological problem of contemporary society is the

   problem of identity (Erikson, 1963; Wheelis, 1953; Fromm,

   1948, 1955).  (53 165)

      Organization can provide identity for any individual

or for the members of any multi-individual group.  The

multi-individual group can be understood through the use of

several models - a formal structure, an informal structure,

a pure functional structure, and some level of technological

structure.  Under Theory W those are the four facets of a

wholistic organization - the three sided pyramid.

      In the case of a one-individual organization, the

formal and informal structural representations disappear,

leaving a free-standing pure functional structure isolated

from interaction with other individuals.  Thus, under Theory

W, the formal and informal structures apply only to

multi-individual organizations.81

 

      An alternate to the individual free-standing pure

functional organization structure provides a fearful worker

under the relationship weight of formal and informal

 

____________________

 

      81 Theory W contributes as as curriculum

strengthening tool.  The free-standing individual

organization identifies with psychology of self.  Informal

organization identifies with group psychology, specifically

the Hawthorne effect.



 

 

 

 

 

The expert                                      Theory W 563

choices.  Thus Theory W promotes the individual worker to

first understand their individual organization in support

satisfying formal and informal relationships.  In short,

multi-individual organization requires a free-standing

worker for creative and synergistic result.

      Creativity and synergism. Thus, beginning with the

psychological essence of identity, Theory W points to the

pure functional individual organization as the essence of

multi-individual organization synergism.  The individual

worker, or expert worker, brings their personal identity to

their job identity.

      Job identity. The job situation, being a

multi-individual organization, has all four facets of

organization - formal, informal, pure functional, and a

level of technology.

      Note that only under the pure functional organization

structure does the worker illuminate the difference between

the individual organization work tasks and the tasks of the

worker's multi-individual organizations.

      First, the formal organization provides a mentor or

boss identity.  If this formal organization relationship

predominates, the pure functional structure subserviates.

To counter formal or pure power domination, Theory W

stresses the mentor role of the formal organization

structure.  On a weekly basis the mentor strengthens the



 

 

 

 

 

The expert                                      Theory W 564

synergistic and creative resolve of the worker toward the

pure functional organization purpose.  Under Theory W the

formal organization exists to actualize the organization

mission.82

      To relegate the mentor's strengthening role from the

formal structure responsibility to the informal structure

generally results in low organization productivity.  In

fact, the informal organization structure does have a

negative connotation at times.  Conclude that this second

job identity in the informal structure usually does not

generally lead to satisfactory organization productivity.

      Thus Theory W postulates that if the pure functional

organization, as the third essential structure, can be

visibly improved for understanding and coordination, then

organization productivity will increase.  Theory W aims to

provide a universal application format and a testing

instrument for the improvement of organization

productivity.83

      Lastly, each organization has its own unique product

technology.  Aside from that product technology, Theory W

 

____________________

 

      82 The word mission appears frequently in annual

business reports and college bulletins.  The organization

purpose or strategy could be used as well.  Under Theory W

strategy means the process of moving from the mission, to

measured objectives (plan), and then implementation

(actual).



 

 

 

 

 

The expert                                      Theory W 565

requires the use of database computing for the integration

of the pure functional organization and the optimum of

forever-current job descriptions.  Theory W attempts the

ultimate in organization structuring - perpetual

productivity improvement on the strategy level.

      In summary, Theory W claims to provide a pure

functional organization structure in association with the

formal, informal, and technology structures.  The pure

functional job description reflects accurately what each

organization worker does to support the organization

mission.  Weekly review of job-task performance by the

mentor strengthens the worker contribution to the

 

organization.  Thus from the literature -

 

      People are no longer asked who they are, but what they

   do.  (53 165)

      In universal application, Theory W documents those

individual doings, both in the context of the individual

organization and any multi-individual organization for which

the individual works.

 

____________________

 

      83 Although Theory W experimental method and

measurement are possible for the testing of statistical

significance, most business and education organizations are

not predisposed to mentor such study.  Simply put, their

formal structures predominate to exclude pure functional

structure beyond the project level, i.e., matrix theory.

And if pure functional structuring, i.e., Theory W, was

accepted, the cost of scientific study may be deemed as

extra cost - an academic exercise if you will.  There are,

however, benefits to valid and rigorous study.



 

 

 

 

 

The expert                                      Theory W 566

      Individual work identity. Normal usage of an

organization implies an employer.  Theory W, however,

extends the definition of an organization to include the

individual as an organization.  Thus the individual has

their own strategy to identify as well as attaining an

understanding of the strategy of one or more employers for

whom they work for money and other purpose.

      The work of the worker provides personal identity, but

only relative to an organization's strategy.  This ties with

the simple question asked by the young child, "Why?"  Thus

in addition to the who and what of work, another important

Theory W word says that we must know why we work so that we

may be whole.

 

      Emotional engagement.

 

      To say that work engages the human emotions, as well

   as the cognitive and motor aspects of behavior, appears

   to be stating the obvious.  Yet this problem has been

   little studied.  The vast body of literature on man's

   emotional life - whether literary or scientific - focuses

   its attention on other life-spheres - love and marriage,

   friendship and war, play and arts, etc.  Until

   comparatively recently, investigators interested in work

   behavior were concerned largely with technical and

   rational matters:  the material and organizational

   variables that influenced productivity, the intellectual

   and motor skills required for different kinds of work,

   the manifest rewards attached to work by society at

   large, and so on.  During the past two or three decades

   [from 1977], however, students of work behavior have

   become increasingly aware that the worker does not become

   an automation the moment he steps into the place of work.

   (53 161)

      Thus the emotions are essential for productive work



 

 

 

 

 

The expert                                      Theory W 567

simply because individuals are based in emotions.  Not that

workers are seen as emotional - rather that all workers

carry their emotions with them 24 hours each day.  Therefore

we should know what emotions are and how the emotions

support the individual in their role of an expert worker.

The reason for doing expert work being good feelings.

      Emotions defined. Theory W uses a simple yet all

inclusive definition of emotions.

      Theory W views the emotions as the environment in

which our self resides.  Our attention turns to the self

within every worker.

      Worker's self. Point of choice to action brings us

back to the worker choosing, not only the work task of the

job, but also choosing the nuances of how, or the way in

which the task output comes into existence.  The worker

creates the output of the work task - that, for example,

includes reporting on an automated production process.

Every true work task has a clear succinct output.

      Another clarity variable for the expert worker

provides a link to the purpose of the organization.  Theory

W hypothesises that the better the link between the worker

and the organization purpose, the better the organization's

productivity.  Theory W proceeds to exemplify the linkage

between worker tasks and organization purpose.  The linkage

clarity enhances the focus on individual work.



 

 

 

 

 

The expert                                      Theory W 568

      Individuals working in support of an organization

strategy has contextual meaning in the whole world - a world

divided and conquered.

      The expert worker-self knows (1) what work they do,

(2) the measure of their performance, (3) to report their

performance, (4) why they do the work, and (5) who they do

the work for.

      Any one of the above may take priority in mind at any

particular moment.  Thus the order does not the expertise -

rather, all of the essentials must be referenced regularly

for perspective.  If you will, the expert worker maintains

an expert balance of essentials.  That does not mean that

the expert never becomes unbalanced.  On the contrary,

because the expert worker exercises synergism and creative

responsibility, imbalances occur regularly and knowingly.

      As stated in the introduction, functional organization

uses the work of individuals.  And since human individuals

are the source of organization success, Theory W challenges

each individual to run their own successful organization by

explicitly interfacing with a number of employer

organizations.

      Independent vs codependent. From the measurement of

an individual's wholehours of life, several differentiations

arise.

      An independent self could seemingly be reduced to the



 

 

 

 

 

The expert                                      Theory W 569

essentials of feelings, needs, and abilities per the

 

following table.

 

Figure 51 - An independent self 

____________________________________________________________

 

                             /\                       others

                            /  \       synergism

                           /    \           with

growAbilitya              /      \      students

                         /        \          and

                        /    31    \       peers

                       /   hours    \

relateAbilityb        /              \

                     /       50       \

                    /      hoursc      \                self

existAbility       /                    \

                  /                hours \

                 /                 ______ \

   87           / asset maintenance    6   \

hours          /  exercise             8    \

              /   sleep               73     \

             /    eat                 mu      \          168

            /     breath              mu       \       hours

____________________________________________________________

Note: Validated with 1993 week 38 data.

      a Examples are job (writing) and marriage (sex).

      b The changing from relatedness to relatability came

at a time of questioning where others stood in one's life.

Why did other individuals exist timewise in one's life?

Relatedness either established or discoverable being of

resemblance or direction by two taken together as developed

by thought and talk affirming or denying logical proposition

(61 sv).  Relatedness was checked against interrelatedness

so as to stress correlativeness and causality.

      c This particular week had zero "challenge others"

hours.  With no contact there was no need for conflict

resolution.  Perhaps the "take it easy" adage applies here.

Also, "Take your time."

      The workweb supporting the data collection appears in

 

the following table.



 

 

 

 

 

The expert                                      Theory W 570

 

Table 82 - Workweb of time-data collected 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why Way

____ __________ ______________ _____________ ____ ____

 

 1   choose                    action         3    6

 2   do         life           tasks          7    8

 3   view       functional     focus          4    1

 3   understand need           hierarchy      4    1

 4   fill       universal      needs          5    3

 5   have       good           feelings       0    4

 6   review     weekly         time           1    7

 7   tab        weekly         data           6    2

 8   apply                     computer       2    9

 9   provide                   computer       8    0

____________________________________________________________

 

 

Table 83 - Hierarchical workweb of time-data collection 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why Way

____ __________ ______________ _____________ ____ ____

 

 5   have       good           feelings       0    4

 4   fill       universal      needs          5    3

 3   understand need           hierarchy      4    1

 3   view       functional     focus          4    1

 1   choose                    action         3    6

 6   review     weekly         time           1    7

 7   tab        weekly         data           6    2

 2   do         life           tasks          7    8

 8   apply                     computer       2    9

 9   provide                   computer       8    0

____________________________________________________________

 

      If lifetasks (acts) do not close in favor of growth

and good feelings, then facilitate the task leader to change

the choices which contribute to causing the lifetask

incompleteness and/or positive closability.

Individual work responsibility 



 

 

 

 

 

The expert                                      Theory W 571

      Work is an individual activity, not a group or

committee activity.  An organization does not work - rather

an organization has output determined by the individual

worker.

      Universal unit of work. Work consumes measurable

time.  Thus the work that an individual accomplishes adds to

24 hours per day or 168 hours per week.  From personal case

experience and observation of other organizations a weekly

work review seems optimum - perhaps merely because of our

calendar construction, which, not incidently, has the wisdom

of tradition - not to exclude religious wisdom.

      Work-task variable. Theory W, along with the

profession of industrial psychologists concerns an

organizational variable of work which applies to any

organization.

 

      Since the appearance of the classical summary of the

   Hawthorne research (Roethlisberger and Dickson, 1939), an

   entire generation of industrial psychologists has turned

   its attention to studies of the worker as a feeling and

   experiencing human being.  Unfortunately, the focus of

   the bulk of these studies has been rather narrow.  The

   general strategy of this body of research has been to

   attempt to establish relationships between the attitudes

   of the worker to his work situation (considered as a set

   of independent variables), and certain aspects of work

   performance (considered as a set of dependent variables).

   Various investigators have attempted to develop

   procedures for measuring or assessing work satisfaction

   (Hoppock, 1935; Brayfield and Rothe, 1951; Herzberg,

   Mausner, and Snyderman, 1959) and efforts have been made

   to relate these indices to such criteria of work

   performance as productivity, absenteeism, labor turnover,

   promotion, etc.  Excellent summaries of the current state

   of these research efforts are found in books by Gellerman



 

 

 

 

 

The expert                                      Theory W 572

 

   (1963) and Vroom (1964).  (53 162)84

      Other work units. Methods time measurement (MTM) work

measurement scheme focuses on minute hand movements, for

example, and thus differentiates from the practicalness of

Theory W time measurement.

      In support of a universal work unit, Theory W

concludes that the weekly 168 hours unit provides, in

general, the optimum support of the formal, informal, pure

functional, and technology facets of any organization -

including, and perhaps most important, the individual as an

organization.85

      Detail vs social necessity. Scholars of the work

topic see the perspective of Taylor's scientific management,

MTM, and other quantification, including Theory W weekly

review, whole hour accountability, task division, and task

connection to the organization purpose.  Thus an amateur

scholar, and we all are, can appreciate the scope of work

from the pole of detail to the pole of social necessity.

 

____________________

 

      84 S.W.Gellerman (1963) Motivation and productivity.

New York: American Management Association (53 315).

V.H.Vroom (1964) Work and motivation.  New York: Wiley

(53 323).

      85 The individual as an organization has a resource

of 168 hours per week.  Within another organization, the

individual worker has approximately 168 hours per month.

One could conclude that the multi-individual in terms of

whole hour resources amounts to one-fourth the importance of

the individual worker organization - an item which receives

increased attention by many multi-individual organizations.



 

 

 

 

 

The expert                                      Theory W 573

 

      Social necessity.

 

      Among the various things that characterize the general

   work environment is that it is manifestly a social

   situation.  It is peopled by other human beings, to whom

   the worker must relate in more or less prescribed, more

   or less conventionalized ways.  In recent years [late

   1950s], a great deal of interest has developed among

   industrial psychologists and sociologists in those

   aspects of work behavior which are influenced by the

   social organization of the workplace.  Ever since the

   early Hawthorne studies, an increasingly large literature

   has described the interpersonal structure of a variety of

   kinds of work situations.  Delbert Miller is not alone in

   arguing that the "success or failure of the worker

   depends not alone on his job performance but on how he

   plays his role in the work group," and he defines a work

   situation as a triangular set of social relationships

   involving a worker, a work position, and a work

   group.86 (53 150)

 

      Theory W adds specificity to the above description -

 

   Item             Definition

   ________________ ______________________________________

 

   social relations informal organization structure

   a worker         an individual assigned a set of tasks

   a work position  a job = a summation of assigned tasks

   a work group     a formal organization structure

   Then Theory W adds a set of work task relationships - a

task-group pure-functional organization structure.

      In the above terms, serious work requires a script for

the players - the script does not hamper the abilities of

the worker, rather provides a frame of reference for the

production and subsequent replication.

 

____________________

 

      86 Major references are the works of Bakke (1953),

Miller and Form (1957), Haire (1959), Brown (1954), and

Whyte (1961).  (53 150)



 

 

 

 

 

The expert                                      Theory W 574

      Responsible stress. Theory W says that weekly

reinforcement of pure functional organization will raise the

worker productivity and thus organization productivity more

than the approaches of animal behavioral and non-education

which are further described below.

 

      Behavioral approach.

 

      There must be a set of cultural norms and practices

   which, taken together, we can define as the work

   subculture.  We have described its distinctive

   properties, which we have conceptualized as a set of

   environmental demands.  The attention given to these

   matters may be justified on several counts.  First, we

   have suggested that important segments of the work

   personality are established developmentally, through

   internalization of components of the work subculture.  In

   this sense, any bit of work behavior can best be

   understood in terms of present or prior transactions

   between a behaving individual and a set of work pressures

   or demands.  Second, it becomes possible to regard the

   maladapted individual as and acculturated person; he may

   simply not perceive important segments of the work

   subculture, he may misperceive them, or he may perceive

   them as alien.

      One of our major conclusions is that knowledge of the

   work subculture is an indispensable requirement for the

   rehabilitation practitioner.  He not only needs to know

   the general demands of various work situations, but also

   must often know the particular features of work which the

   individual client finds predominantly oppressive.  The

   simulated work environment of the rehabilitative workshop

   is an effort to reproduce some of the more important

   demands of work.  In a less well-defined way, the same is

   true of the work-sample approach to vocational

   evaluation.  In such settings, it is possible to

   determine what the client finds particularly difficult to

   manage.  Therapeutic strategy can then take the form of

   helping the client to cope more effectively with whatever

   feature of the work subculture he finds most troublesome.

   Depending upon the case, this can involve an emphasis on

   therapeutic counseling, on environmental manipulation, or

   on whatever combination of the two techniques seems most

   appropriate.  All this is based upon the explicit

   assumption that man is essentially a socialized and



 

 

 

 

 

The expert                                      Theory W 575

 

   encultured animal and that behavioral deviance is largely

   a consequence of failures in socialization.  (53 306)

      And socialization demands active listening on, at

least, a weekly basis.  Thus Theory W reviews the expert

worker's management of their time and task output on a

weekly basis.

 

      Non-education approach.

 

      The relations of work and personality have a high

   order of complexity.  There are some persons - we suspect

   they are few - in whom work may generate the same

   emotions which were evoked in the earliest familial

   interactions.  This kind of person reacts to his

   employers as if they were his parents, to his co-workers

   as if they were his siblings.  In such cases, we can

   think of the personality as displaying a high degree of

   communality, reacting to all situations as if they were

   the same and displaying certain predominating kinds of

   emotional responses.  For most of us, however, there is

   only a rather limited, if variable, relationship between

   the ways in which we respond to intimates and the ways in

   which we behave on the job.  In this sense, work is a

   function only in part (and layers of the personality.  If

   we are accustomed to think of personality chiefly in

   terms of the love-hate structures established in early

   childhood, then there would be little more to say.  It is

   sounder, however, to view the human personality as if it

   were made up of a number of structures, segments, or

   areas, all more or less related to each other but

   exhibiting considerable independence as well.  The

   process of personality development can be looked at as a

   process of differentiation (cf.  Werner, 1948), so that

   the more developed personality has a more complex

   infrastructure than was discernible at less mature

   stages.  It is natural for an infant to respond to all

   women as if they were his mother; but when an adult

   responds in the same way, we call it pathologically

   infantile behavior.

      It is in this sense that we take the position that the

   work personality, to the degree that it makes its

   appearance in adults, arises through a long process of

   development and differentiation.  Its relations to the

   personality as a whole can best be described by saying

   that it has a semiautonomous character.  The term "work



 

 

 

 

 

The expert                                      Theory W 576

 

   personality" refers to the concrete set of interrrelated

   motives, coping styles, defensive maneuvers and the like,

   with which a given individual confronts the demand to

   work.  These personal attributes constitute a special

   subarea of the general personality; and its topography is

   not identical with that of other personality areas.  A

   number of important considerations follow from this

   notion.  First, if personality is made up of a number of

   semiautonomous areas, a person may manifest severe

   disturbance in one area of the personality, but

   simultaneously function relatively well in other areas.

   This possibility helps account for the otherwise

   mysterious fact that some frank psychotics are able to

   meet the demands of work with reasonable adequacy.

   Conversely, some individuals are quite unable to adapt to

   work, but appear to function quite well in other

   interpersonal areas (e.g., those concerned with sex,

   marriage, friendship, and the like).  A second

   consideration bears upon the problems of treatment.

   Psychotherapy may succeed in improving one area of

   personality functioning, while leaving others quite

   unaffected.

      It is not enough, however, for us simply to maintain

   that work behavior is mediated by a special subarea of

   the personality.  we need to know the growth of this

   phenomenon and its unique features.

      Insofar as there is a core to the work personality - a

   central point to which everything else relates - this

   core is the manner in which the individual can assume

   thee role of a productive person.  It is obvious that

   work implies output.  Something is being produced - an

   object, a process, a service - which, as a usable unit,

   did not exist before and which is required to fulfill

   some human need.  It does not matter whether the need

   required to fulfill some human need.  It does not matter

   whether the need in question is "basic" or "acquired,"

   real or illusory.  The purpose of work is to bring about

   some planned alteration of the physical, intellectual, or

   cultural environment, so that human living can be made

   more secure, more comfortable, or in other ways more

   desirable.  In the more complex societies, the goals of

   work can become quite far removed from the concrete aim

   merely of staying alive.  But whatever the kind of work

   dome and whoever carries it out, its basic objectives are

   instrumental - to produce something.

      The productive role has a number of interesting

   psychological attributes.  First, it appears to be the

   outcome of a prolonged period of personal development.

   Productivity means nothing to very young children and



 

 

 

 

 

The expert                                      Theory W 577

 

   takes on a variety of different meanings as they grow

   older.  Second, people vary greatly in the ease and

   efficiency with which they can assume the role of a

   productive person, and some cannot assume this role at

   all.  We need some idea of the conditions which make for

   these differences.  Third, the requirement to be

   productive is clearly reincorporated, we are in the

   domain of the motives for work.  Fourth, it is not

   sufficient merely to be motivated for work; one must also

   be able to cope with a wide array of specialized social

   conditions.  Fifth, the ability to be productive is a

   function not only of the kind of person one happens to

   be, but also of the kind of work one is required to

   perform.  (53 180)

      Theory W provides a system to be communicated thus

Theory W facilitates communication.  A clear object of

communication always facilitates productivity.  The Theory W

process (1) defines the object of communication, (2)

communicates weekly reinforcement, and (3) measures output

and productivity.  The sum of which should equal

organization productivity, assuming the administration of

expert workers, on whole, are not permitted to conflict -

 

rather they would be additive, or better, synergistic.

 

      An organizational system of communication is usually

   created by the setting up of formal systems of

   responsibility and by explicit delegations of duties.

   These categories include statements, often implicitly, of

   nature, content, and direction of the communication which

   is considered necessary for the performance of the group.

   Students of organization, however, have pointed out

   repeatedly that groups tend to depart from such formal

   statements and to create other channels of communication

   and dependence.  In other words, informal organizational

   systems emerge.  One may take the view that these changes

   are adaptations by the individuals involved in the

   direction of easier and more effective ways of working,

   or, perhaps, not working.  (21 377)

      Unfortunately, there seems to be no organized body of

   knowledge out of which one can derive, for a given



 

 

 

 

 

The expert                                      Theory W 578

 

   organization, an optimal communication system.

   Administrative thinking on this point commonly rests upon

   the assumption that the optimum system can be derived

   from a statement of the task to be performed.  It is not

   difficult to show, however, that from a given set of

   specifications one may derive not a single communication

   pattern but a whole set of them, all logically adequate

   for the successful performance of the task in question.

   Which pattern from this set should be chosen?  The

   choice, in practice, is usually made either in terms of a

   group of assumptions (often quite untenable) about human

   nature, or in terms of personal bias on the part of the

   chooser.  (21 378)

The expert worker

      From Morse (1970) we can see that a task environment

 

brings competence by encouraging task performance.

 

      The major study findings seem to indicate: (1) that

   there is a reward in feelings of competence or a sense of

   competence from gaining mastery over and performing

   effectively in a task environment; (2) that the managers

   and professionals...were in task organizations whose

   organizational characteristics, although markedly

   different from each other, encouraged the kind of

   behavior that could lead, and in fact was leading, to

   effective and successful performance in each's particular

   task environment; and, (3) that the managers and

   professionals...were motivated to perform the kind of

   behavior that results from task unit fit and that leads

   to successful task performance because it was indeed

   leading to reward in feeling of competence and mastery of

   them.  (132 97-8)

      The expert worker knows (1) what work they do, (2) the

measure of their performance, (3) to report their

performance, (4) why they do the work, and (5) who they do

the work for.  All members of an organization deserve to be

elevated to the status of expert workers.  Theory W

encompasses all organization members and applies to the

individual as an organization as well.



 

 

 

 

 

The expert                                      Theory W 579

      Any one of the above may take priority in mind at any

particular moment.  Thus the order does not the expert make

- rather, all of the essentials must be referenced regularly

for perspective.  If you will, the expert worker maintains

an expert balance of essentials.  That does not mean that

the expert never becomes unbalanced.  On the contrary,

because the expert worker exercises synergism and creative

responsibility, imbalances occur regularly and knowingly.

      As stated previously, functional organization uses the

work of individuals.  And since human individuals are the

source of organization success, Theory W challenges each

individual to run their own successful organization by

explicitly interfacing with a number of other employee

organizations.

      Work list. An expert worker work or task list comes,

not from a memo book, to-do, or other reactive thought

process, but rather comes from a purposeful, reasoned, or

sequence of validly timed tasks which support the

organization's purpose, reason for being, aim, vision,

mission, or why of being.  This type of list, or any

definitive work list, could be interpreted as a non-free

structure - especially when the structure applies to a 24

hour per day validity test.  To actualize 28% performance

against one's 168-wholehour weekly work list may seem to be

poor performance and to attempt a great increase in



 

 

 

 

 

The expert                                      Theory W 580

performance may seem to be a restrictive or non-free

structure (jail).  The reasoned explanation traces to the

expert worker choice of tasks and the amount of wholehours

allocated to the chosen tasks.

      Free task choice. Many employers assign work tasks.

Other employers write a job description of work tasks six

months after hiring the employee.  Blatant task assignment

disregards expert worker choice and commitment to support

the organization purpose.  No worktask list and performance

review for 26 weeks promotes non-control.

      A freely chosen list of weekly work tasks which

supports the organization's purpose provides the Theory W

optimum work control structure.  The database knows why the

employees are working, what they are working on, and the

worth of that work.

      Career Focus. The world population of five billion

people may double to ten billion yet the Directory of

Occupational Titles (DOT) may well remain at 25,000 jobs.

      One can hardly comprehend this number of people.

Perhaps that each job title has 200,000 holders provides

more comprehension.  Or that in the United States, each job

title has an average of 10,000 holders - 200 per state.  But

from the perspective of a city of ten or twenty thousand,

the above type of averaging becomes meaningless.

      Yet even in smallest cities, the 25,000 DOT job



 

 

 

 

 

The expert                                      Theory W 581

functions are fulfilled.  Thus the organization structure of

functional work exists regardless of the position structure.

      Want fulfillment. The weekly work tasks represent

what the employee or member wants to do with their

life-time.  Those wants are their individualized

interpretation of the basic human needs of scientific

psychology.

      Actualization (growth), the end result of our actions,

provides the feeling of accomplishment - of closing an

activity.  For example, in the field of education, the

activity could be time on task, taking courses in a

curriculum, academic degrees, an external dissertation, or

other evidence of what can be called scholarly work.  The

attributes of scholarship being "the attitudes (as

curiosity, perseverance, initiative, originality, integrity)

considered essential for learning.(61 sv)"87 Note that

scholarship can exist without education, courses,

curriculum, or degrees.  Some evidential form, however, must

evidence the learning.88

 

      Productivity equals the ratio of output compared to

input.  With the phrase, "Something worth doing is worth

 

____________________

 

      87 Also see the acknowledgement, preface, glossary,

introduction, and several chapters for more information on

organization scholars and scholarship.

      88 See chapter on natural learning and loop

learning.



 

 

 

 

 

The expert                                      Theory W 582

doing well," individuals choose to spend time by virtue of

their choice to live.  Many instruments of death avail

themselves to individuals, yet the daily mentality prevails.

"I just said NO."

      Religious connection. Perhaps in hindsight, and

perhaps as a normal growth process, the religious person

grows through the process of trinity.

      Some religions protray the trinity idea as a mystery -

how can there be three literal persons in one god?  The

answer, as provided by Theory W dissertating, was

unexpected.  For Theory W did not set out to answer the

question, nor did Theory W have a direct religious

hypothesis.  Yet with both religion and the expert worker

being very human, a connection between the two seems not to

be unusual - but only in hindsight.  Sort of like, the

individual has to back into "the wisdom of the ages," that

is, religion in general and the bible specifically.  The

three sided pyramid of organization, especially the

transparent mockup version, can also be applied to the

trinity.

      Expert growth. In short, the expert worker grows from

formal organization authority, through the pressures of

informal organization, and on to the wholistic spirit of

life-work.  Questions like, "Where does the time go," "Why

am I doing this," and "Is there a better way," perhaps seen



 

 

 

 

 

The expert                                      Theory W 583

as spiritual questions, are answered with the scientific

assistance of Theory W.

      In developing one case study there came to be what

could be called the functional organization of an expert

worker - a worker that works at life and its betterment.

Those preliminary ideas are developed further for the

 

following table.

 

Table 84 - Expert worker functions 

____________________________________________________________

 

What                                      Why Who When Won

________________________________________  ___ ___ ____ ___

 

  Act description                                9433

__ _____________________________________          ____

 

1  grow                     self          0   hlo 28hr yes

2  experience adventure     joy           1   hlo  mu  yes

3  envision   whole         future        2   hlo  mu  yes

4  challenge                self          3   hlo  mu  yes

5  lead       unconstrained spirit        4   hlo  mu  yes

6  present    spirited      choices       5   hlo  mu  yes

7  scrutinize other's       motives       6   hlo  mu  yes

8  recognize  spirit        essence       7   hlo  mu  yes

9  connect    relatedness   self          8   hlo 50hr yes

10 recognize  growth        support       9   hlo  mu   no

11 effectuate work          character     10  hlo  mu  yes

12 recognize  favorable     attributes    11  hlo  mu   no

13 recognize  learning      availability  12  hlo  mu  yes

14 encourage                self          13  hlo  mu  yes

15 set        mending       priority      14  hlo 25hr yes

16 respect                  self          15  hlo  mu   no

99 recognize  god's         residence     16  hlo  mu  yes

____________________________________________________________

Source: FBC case study developments.

Job description 

      The plural of job descriptions encompasses many

situations usually evidenced by manuals of various kinds,



 

 

 

 

 

The expert                                      Theory W 584

most of the procedure manuals providing a narrative format.

In contrast, Theory W provides data base job descriptions

which can be developed from (1) a narrative job description

or (2) from a knowledge of the personal time spent on task.

      Examples of narrative job descriptions are handbooks

 

and procedure manuals or individual documents.89

      Functional tasks can be extracted from the specific

documents within the handbooks and procedure manuals.  The

functional tasks or work tasks take the form of verb-noun

functions.  A descriptor adds specificity as attested in the

development of CAD/CAM computerized system instructions.

Some functions do not need descriptors for clarity thus the

most clear statement might very well be simply the

verb-noun.  Many other statements need the descriptor for

clarity, thus the expanded task statement consists of verb,

descriptor, and noun.  Each work task then takes a number

for identification.  The functional work tasks can also be

seen as job acts or job activities.

      The numbering system provides sequence with no

requirement as to the order of entering tasks into the data

base.  Different tasks however, must have different act

numbers for data base integrity.  And when tasks are

 

____________________

 

      89 By way of demonstration several book are numbered

137 and 141.  Also Terra Technical College (1980-81) Faculty

handbook.  Fremont OH: TTC.



 

 

 

 

 

The expert                                      Theory W 585

deleted, they or their numbers do not need to be replaced.

      An example data base job description has been

extracted from book 137 as follows.

 

Table 85 - Functional tasks from document 137 

____________________________________________________________

 

Act Verb        Descriptor    Noun          Page items

___ ___________ _____________ _____________ __________

 

1   provide     curriculum    opportunity   2 1.1

2   meet        admission     requirements  2 1.2

3   structure   course        sequence      2 1.3

4   methodize   research      solutions     2 1.5

5   develop     knowledge     synthesis     2 1.6

6   hold        performance   standards     2 1.7

7   introduce   advanced      academics     2 1.8

8   instill     lifelong      learning      2 1.9

9   instill     self-directed learning      2 1.10

10  identify    personal      goals/means   2 2.1

11  expand      open/honest   relationships 2 2.2

12  help        student       worth/confdnc 2 2.3

13  assist      self          understanding 2 2.4

14  model       effective     conduct       2 2.5

15  respect                   others        2 2.6

16  encourage                 others        2 2.7

17  provide     civil         heritage      2 2.8

18  develop     arts          appreciation  2 2.9

19  advise      careers       development   3 3.1

20  contribute  course        content       3 3.2

21  implement   new           programs      3 3.3

22  provide     out-reach     courses       3 4.1

23  serve       busins-public organizations 3 4.2

24  provide     consultative  service       3 4.3

25  communicate new           developments  3 4.4

26  access      college       facilities    3 4.5

27  maintain                  trust/respect 3 5.1

28  maintain    open/candid   communication 3 5.2

29  maintain    goal          congruence    3 5.4

30  create      campus        government    3 5.5

31  teach       decision      effectees     3 5.6

32  explore     all           facets        4 5.7

33  hear        differing     viewpoints    4 5.8

34  encourage   responsible   participation 4 5.9

35  create      mostfree      atmosphere    4 5.10

36  sponsor     curricular    innovation    4 6.1

37  encourage   off-campus    learning      4 6.2



 

 

 

 

 

The expert                                      Theory W 586

 

38  recognize                 bosses        4 7.1

39  balance                   cost/quality  4 7.2

41  encourage   professional  integrity     4 7.4

42  view        graduate      success       4 7.5

____________________________________________________________

Note: Concord College Faculty Handbook.

      Another example data base job description has been

 

extracted from book 141 as follows.

 

Table 86 - Functional tasks from document 137 

____________________________________________________________

 

Act Verb        Descriptor    Noun          Page items

___ ___________ _____________ _____________ __________

 

43  experience                education     i

44  follow                    guidelines    i

45  read                      handbook      i

46  experience                learning      i

48  seek                      assistance    i

49  grow        personal      self          i

50  acquire                   knowledge     2

51  acquire                   skill         2

52  (re)define  one           self          2

53  join                      community     2

55  develop                   ideas         2

56  develop                   attitudes     2

57  maintain                  GPA           6

____________________________________________________________

Note: Concord College Student Handbook (1986).

      An example of defining a set of task relationships is

shown below.  First, the above extraction from book 141 is

viewed.  Second, a "how" column is added.  This permits

answering the question, "How is act 43 accomplished?"  The

answer is, "Accomplish 43 by doing acts 44, 46, 50, and 59."

Act 44, in turn, is accomplished by doing act 45.  Act 45 is

the boundary of the system; a sort of elemental piece of the



 

 

 

 

 

The expert                                      Theory W 587

system.  Part of the original data entered into the computer

was who performs the tasks.  Consolidation allows the

display of the who column.  The source of the added tasks is

deductive logic.  And the descriptor column has been deleted

for display purposes.

 

Table 87 - Work tasks relatedness of 137 

____________________________________________________________

 

What

_____________________________

 

Act Verb        Noun          How (Way)   Who

___ ___________ _____________ ___________ _______

 

43  experience  education     44 46 50 59 student

44  follow      guidelines    45          student

45  read        handbook      0           student

46  experience  learning      53 55       student

48  seek        assistance    49          student

49  grow        self          52 56       student

50  acquire     knowledge     67          student

51  acquire     skill         60          student

52  (re)define  self          76          student

53  join        community     48          student

55  develop     ideas         62          student

56  develop     attitudes     58          student

57  maintain    GPA           67          student

58  use         library       64          student

59  (re)enter   school        57 68       student

60  evidence    skill         61          student

61  purchase    notebook      0           student

62  recognize   thinking      64          student

63  read        text          0           student

64  create      exercise      0           otto

65  strengthen  curriculum    66          otto

66  apply       coursework    0           otto

67  take        notes         63          otto

68  signup      class         69          otto

69  create      lesson        65          otto

70  add         knowledge     43          student

71  fulfill     basicNeeds    70          student

72  fulfill     basicNeeds    71          student

73  fulfill     basicNeeds    72          student

74  fulfill     basicNeeds    73          student



 

 

 

 

 

The expert                                      Theory W 588

 

75  fulfill     basicNeeds    74          student

76  give        lesson        65          otto

77  write       dissertation  66 78       otto

____________________________________________________________

Note: Example of Theory W application to previous tables.

The descriptor was not printed because of space limitations.

      The data base job description based on a performance

evaluation system from book 142 is:

 

      act verb        descriptor    noun          page

      ___ ___________ _____________ _____________ ____

 

      80  know                      subject       1

      81  organize                  class         2

      82  motivate                  students      3

      83  love                      students      4

      84  involve                   students      5

      85  communicate difficult     materials     6

      86  control                   class         7

      87  access                    students      8

      88  assign      suitable      work          9

      89  grade       impartial     tests         10

      90  rate                      instructor    11

      ___________________________________________________

      Source:  Concord College Faculty Evaluation Handout

Productivity 

      The worker using a coin operated laundry machine

understands and imagines machine output and machine input.

For example, the self-serve laundry machine requires input

of five quarters.  The output, as five dollars of wash (as

if paid to a full-service laundry), results in 400%

productivity ($5.00 divided by $1.25 ratios to 4:1).  This

machine or worker productivity computes as output divided by

input - a learned concept, not an idea.

      Workers, as an operating organization, use learned

concepts, implicitly as well as explicitly.  Family



 

 

 

 

 

The expert                                      Theory W 589

productivity exists and is thus implicit, although rarely

discussed or documented.  The family or single person as an

operations organization uses productive machinery.

Productivity, as organization output divided by organization

input is a concept, not an idea.

      An idea suggests action put forth by a leader, and

also suggests subsequent implementation or at least an image

occuring in the followers mind.  Both leading and following

entail work, usually in the form of spending time.

      Advanced society reduces organization operational time

by using machinery.  In the organization case of a family or

individual, the laundry machine example has implicit

productivity.  An industrial operating organization

explicitly states productivity - for example, $20,000 of

June sales per worker (DeZurik, 1975).  The output input

ratios of productivity have a myriad of unit measures.

Theory W measures input as whole hours.

      At 40 hours per worker week, DeZurik's productivity

calculates to $500 of sales per worker - relatively

meaningless to the individual worker.  The worker's direct

task output in support of sales would better manage

individual productivity.

      Time and management. In terms of Theory W, all people

work, and workers work 168 whole hours per week.  The whole

hour unit of measure manages worker time.  Each worker



 

 

 

 

 

The expert                                      Theory W 590

manages their time.  The worker is the expert on the subject

of their time - no one else can be.  Worker ownership of

their time exemplifies the human orientation of Theory W.

(See World and Work above.) Theory W managers validate time

productivity weekly and thus further reinforce the human

orientation of Theory W.

      Interim synopsis. We worded world, worker, work,

whole hours, and weekly.  But so what?  Why?  How (which

way)?

      Theory W emphatically requires inquiry.  Borzoi (1989,

in the field of English composition promotes the use of

reporter questions.  At an even earlier age, natural inquiry

flows readily from the two or three year old child as the

question "Why?"

      Worknet of tasks.  The Gandt chart and PERT chart

provide a graphical image of a network - a form of

organization.  Using English rules, the Gandt chart flows

work tasks and time down and to the right.  Moving to the

right on either the Gandt or PERT chart answers the

organization question "Why?"

      Gandt and PERT charts provide graphic learning images

of an organization network.  The precedence network

facilitates computer use when applying the network concept

 

to an organization.



 

 

 

 

 

The expert                                      Theory W 591                                                                                                                                                                                                                                                                                                                                                                                                       

Individual performance evaluation 

 

      Frederick Herzberg suggests an alternative way of

   looking at the needs of workers--in terms of intrinsic

   and extrinsic factors.  Under this rubric, job

   satisfactions and dissatisfaction are not opposites but

   two separate dimensions.  Extrinsic factors, such as

   inadequate pay, incompetent supervision, or dirty working

   conditions may lead to dissatisfaction, which may be

   reduced in turn by such "hygienic" measures as higher pay

   and "human relations" training for foremen.  But such

   actions will not make workers satisfied.  Satisfaction

   depends on the provision of intrinsic factors, such as

   achievement, accomplishment, responsibility, and

   challenging work.  Satisfaction, then, is a function of

   the content of work; dissatisfaction, of the environment

   of work.  Increases in productivity have been found to

   correlate in certain industries and occupations with

   increases in satisfaction, but not with decreases in

   dissatisfaction.  Hence, hygienic improvements may make

   work tolerable, but will not necessarily raise motivation

   or productivity.  The latter depends on making jobs more

   interesting and important.

       A recent survey, which lends some support for this

   emphasis on job content, was undertaken by the Survey

   Research Center, University of Michigan, with support

   from the Department of Labor.  This unique and monumental

   study to which we often refer in this report, is based on

   a representative sample of 1,533 American workers at all

   occupational levels.  When these workers were asked how

   important they regarded some 25 aspects of work, they

   ranked in order of importance:

 

         1. Interesting work

         2. Enough help and equipment to get the job done.

         3. Enough information to get the job done.

         4. Enough authority to get the job done.

         5. Good pay.

         6. Opportunity to develop special abilities.

         7. Job security

         8. Seeing the result's of one's work.

 

      What the workers want most, as more that 100 studies

   in the past 20 years show, is to become masters of their

   immediate environments and to feel that their work and

   themselves are important--the twin ingredients of

   self-esteem.  Workers recognize that some of the dirty

   jobs can be transformed only into the merely tolerable,

   but the most oppressive features of work are felt to be



 

 

 

 

 

The expert                                      Theory W 592

 

   avoidable:  constant supervision and coercion, lack of

   variety, monotony, meaningless tasks, and isolation.  An

   increasing number of workers want more autonomy in

   tackling their tasks, greater opportunity for increasing

   their skills, rewards that are directly connected to the

   intrinsic aspects of work, and greater participation in

   the design of work and the formulation of their tasks.

   (249 10+)

 

      Self-esteem.

 

      The economic and societal importance of work has

   dominated thought about its meaning, and justifiably so:

   a function of work for any society is to produce and

   distribute goods and services, to transform "raw nature"

   into that which serves our needs and desires.  Far less

   attention has been paid to the personal meaning of work,

   yet it is clear from recent research that work plays a

   crucial and perhaps unparalleled psychological role in

   the formation of self-esteem, identity, and a sense of

   order.  (226 3)

      Work contributes to self-esteem in two ways.  The

   first is that, through the inescapable awareness of one's

   efficacy and competence in dealing with the objects of

   work, a person acquires a sense of mastery over both

   himself and his environment.  The second derives from the

   view, stated earlier, that an individual is working when

   he is engaging in activities that produce something

   valued by other people.  That is, the job tells the

   worker day in and day out that he has something to offer.

   Not to have a job is not to have something that is valued

   by one's fellow human beings.  Alternatively, to be

   working is to have evidence that one is needed by others.

   One of these components of self-esteem (mastery) is,

   therefore, internally derived through the presence or

   absence of challenge in work.  The other component (how

   others value one's contributions) is externally derived.

   The person with high self-esteem may be defined as one

   who has a high estimate of his value and finds that the

   social estimate agrees.  (226 3)

      [Harry Levinson (1971) Various approaches to

   understanding man at work.]

      Social scientists are suggesting that the root of the

   problem is to be found in the changing needs, aspirations

   and values of workers.  For example, Abraham Maslow has

   suggested that the needs of human beings are hierarchical

   and, as each level is filled, the subsequent level

   becomes salient.  This order of needs is:



 

 

 

 

 

The expert                                      Theory W 593

 

         1. Physiological requirements (food, habitat).

         2. Safety and security.

         3. Companionship and affection.

         4. Self-esteem and the esteem of others.

         5. Self-actualization (being able to realize

                      one's potential to the full). (226 10)

 

      It may be argued that the very success of industry and

   organized labor in meeting the basic needs of workers has

   unintentionally spurred demands for esteemable and

   fulfilling jobs.

      [Abraham Maslow (1934) Motivation and personality.

   For a review of the literature see Robert Kahn (1972).

   Robert Kahn (1972) The meaning of work: Interpretation

   and proposals for measurement.]

      Non-planning of hours. Personal whole hours need not

be planned - in fact, should not be planned.  Why?  Because

of the time involved.  The mind very well projects from the

historical awareness of its time.  Thus no formal variance

analysis need be structured - the self's flow of hours then

becomes the focus.  Choice ensues, armed with usable

information.

      Weekly awareness. The lesson for individual workers

is historical simplicity to aid awareness to the boss as

audience.  Additionally, Theory W advises a weekly

whole-life time report for personal and mentor use.  Why?

Because the mind peaks when confronting another.  Thus

Theory W advises the individual to confront whole-life time

- both personally and with the mentor (reconciliation

facilitator).

 

      Information processing.



 

 

 

 

 

The expert                                      Theory W 594

 

      The more interdependence [multi-bosses] there is among

   people...the greater the information-processing load.

   (151 16)

      The Theory W database makes individual worker general

management possible.

      Not behavioral. The reinforcement-extinction

relationships can be discounted as reducing humans to

pigeons, for example.  Yet research shows a similarity of

human adaption curves to pigeon curves, for example.  Not

surprising since humans are animals.  But that does not mean

that humans need constant animal reinforcement to exhibit

desired behavior.

      Weekly supportive agenda. The

reinforcement-extinction message for management of humans is

for the manager to reinforce desired employee behavior to

avoid extinction of desired behavior.

      Theory W rather uses a method such as regularly

talking about desired performance one-on-one with employees.

Thus the manager knows and appreciates what the employee

does to support the organization's mission.

      In summary, use human methods to reinforce desired

behavior.  The alternative of treating employees as animal

operants is unacceptable (1) from the employee's quality of

work life view, and (2) from the optimum success of the

organization view.

 

      Quality circle.



 

 

 

 

 

The expert                                      Theory W 595

 

      A quality circle is a group of four to ten people with

   a common interest who meet regularly to participate in

   the solution of job-related problems and opportunities.

   It is an ongoing group operating in the work

   environment...applying formal data collection and

   analysis, and arriving at solutions that are presented

   for acceptance and implementation...  (85 9)

 

      QC program.

 

      The quality circle program can be viewed as the next

   step in an evolutionary process from Taylor's scientific

   management through Hawthorne's experiments to behavioral

   science's influence, always attempting to increase

   organizational efficiency and effectiveness.  Quality

   Circles, if implemented as a function of the organization

   and its constraints, increases efficiency by eliminating

   those processes within the organization that increase

   costs.  (130 92)

      Comparing machine bureaucracies and quality circles,

the Theory W expert worker, through task actualization

motivation, grapples with whole tasks by divide-and-conquer

yet uses open visibility to the whole organization thus

challenging informal leadership (group consensus), yet

structures performance emphasis toward mission attainment.

 

      The simplistic Japanese QC threat -

 

      The American automobile industry is facing a $1500/car

   disadvantage, because of the recognized productivity and

   lower cost of the Japanese worker over his counterpart in

   the United States.  (137 344)

      Using Theory W as a productivity tool, "Human (as

opposed to mechanical or technological) productivity comes

primarily through [1] management's setting clear job

standards [task list] and communicating its expectations and

assessments of progress to employees, [2] management's



 

 

 

 

 

The expert                                      Theory W 596

providing and communicating opportunities to improve

performance, and [3] employee's working toward this

improvement.  These three contributors to productivity merge

in the performance appraisal process.(136 32)" Theory W

provides a weekly appraisal model.

 

      Integrative management.

 

      Testifying to the benefits provided by integrative

   management...on-time delivery performance has increased

   from the 50% level of 1977 to over 90% [in 1981].

   (138 53)

 

      Functional challenge.

 

      One Ford plant has 11 levels of organization and 200

   worker classifications, while a Toyota plant got by with

   6 levels and seven classifications.  And the quality of

   Japanese products is often stunning:  96% of their

   automobiles leave the assembly line in fit shape for

   delivery, versus 75% of U.S.cars.  (35 698)

 

      Involve all workers.

 

      The wide availability of terminals and desk-top

   computers should also alleviate the problem of getting

   more people involved...  Despite all the passwords and

   regulated access procedures, it is only a matter of time

   before personnel at lower levels will be able to know as

   much about a problem as the manager.  While this

   information explosion will represent a threat to the

   manager of the traditional hierarchical organization.  It

   has been suggested that organizations develop according

   to their ability to use information.  From this

   viewpoint, developments in information technology will

   have a positive influence on organizational

   developments...  (41 553)

      Once work tasks are established as the essential

organization unit, the way to organize those units becomes

the next step.  Theory W provides a way.

 

      Functional history.



 

 

 

 

 

The expert                                      Theory W 597

 

      There is reason to suggest that just as this moderate

   functionalism was the basis of Plato's claim for a

   co-ordinated State, so the interweaving of functions and

   the close inter-dependence of human unit with human unit

   may come about from an acceptance of the functional

   system in industry in such a way that it may develop, but

   also that it may co-ordinated [controlled].  (184 177)

      Thus the functional system still looks for a system of

   control.  Theory W pushes project control to the whole

   organization project level of application.  (185 161)

 

      Control under many names.

 

      Our subject tonight is control.  Of course that is

   what we have been talking about all along - when we were

   considering orders or authority or leadership or

   co-ordination.  In our best managed industries, we notice

   two points about control:  (1) control is coming more and

   more to mean fact-control rather than man-control; (2)

   central control is coming to mean the correlation of many

   controls rather than a superimposed control.  (185 161)

 

      Self-control.

 

      The aim and the process of the organization of

   government, of industry, of international relations,

   should be, I think, a control not imposed from without

   the regular functioning of society, but one which is a

   coordinating of all those functions, that is, a

   collective self-control.  If you accept my definition of

   control as a self-generating process, as the interweaving

   experience of all those who are performing a functional

   part of the activity under consideration, does that not

   constitute an imperative?  Are we not every one of us

   bound to take some part consciously in this process?  To

   get our affairs in hand, to feel the grip on them, to

   become free, we must learn, and practice, I am sure, the

   methods of collective control.  We are coming to know

   that we can make facts.  We need not wait on events, we

   can create events.  (185 167)

 

      Outcome tidbits.

 

      relationship of hours and points

      visibility of hours

      visibility of unique work

      performance or effectiveness wallop

      Active listening. Here integrates several thoughts -



 

 

 

 

 

The expert                                      Theory W 598

(1) the idea of active listening to another person, (2) the

inherent learning curiosity of the child, (3) writing as

scholarship to be studied, and (4) the way Theory W deals

with complexity.

      Active listening, as used in the Theory W sense,

avoids patronizing the speaker by repeating back what was

said.  Rather, the well-understood why question challenges

the intra-connected parties.  The question of the two-year

old preschool child should not be lost within the education

system.  The seemingly natural child-like why question

offers the opportunity to organize a time consuming and

purposeful conversation.  Even the mere use of purposeful

implies a why reasoning behind the conversation.

      The child's freer mind simply blurts forth, "Why?"

Sometimes more questions than we can handle, thus we

sometimes turn the child away.  The consultant, who works to

free sticky organization situations, reaches back to the

natural why question.  They many times inquire, "Why do

ask?"90 Thusly, Theory W promotes several questions of

active listening -

 

   Why do you ask,

   Why do you say that,

   What makes you say that,

   Where does that idea come from,

   Who provides the the basis for that idea, and

   From which alternative ideas am I permitted to choose.

      Whetting thought. Active listening whets one's mind.



 

 

 

 

 

The expert                                      Theory W 599

Old memories come back to life.  New ideas synergistically

come to mind.  And writing ideas down promotes their study

by others - wisdom of sorts.  And, at times, seemingly

sorted.  People save what they think portrays wisdom, which

can easily trick the truth.  Thus personal views of wisdom

needs variety.  For even the reason to test different views

and thus better illuminate our present truth.  Truth does

change based on information.  And information comes with

writing and reading critically - yet not negatively.  Then

the essential ingredient - thought.  For without thought,

truth cannot exist.

      Truth validity. The representative Theory W question

 

would be, "What makes us think that as truth?"

 

      Informal caring.

 

      Another approach is to view informal organizations as

   a social fact and to treat them as part of the stage for

   formal organizations.  This approach stresses the useful

   functions that could be performed by informal

   organizations.  It recognizes that informal organizations

   can help improve communications, develop cohesiveness in

   groups, and maintain the self-respect of members in the

   organization.  (19 73)

      Despite Carey's criticism of the methodology, it would

   seem that two major lessons were learned from the

   Hawthorne experiments.  First informal groups can be

   powerful factors in employee behavior.  Second,

   behavioral research can lead to a deeper understanding of

   the dynamics of behavior within organizations.  (19 137)

      The girls developed small, cohesive group structures.

   They became participating members of the group both

   psychologically and socially and a great deal of social

 

____________________

 

      90 Princeton NJ national consultants seminar (1982).



 

 

 

 

 

The expert                                      Theory W 600

 

   activity occurred both inside and outside the working

   environment.  The girls began to help each other and the

   group.  (19 136)

      The Hawthorne studies formed the bedrock of the human

   relations movement.  Although this movement shifted

   attention away from formal organization, it still

   accepted the basic concept of the legitimacy of authority

   stemming from hierarchial controls.  (19 137)

      The conception of structure or system implies that the

   component units stand in some relation to one another

   and, as the popular expression "The whole is greater than

   the sum of its parts" suggests, that the relations

   between units add new elements to the situation.  (5 3)

   [For a discussion of some of the issues raised by this

   assertion, see Ernest Nagel - On the statement "The whole

   is more than the sum of its parts."  Paul F.Lazarsfield &

   Morris Rosenberg (eds) (1955) The language of social

   research.  Glencoe IL: Free Press.  p.519-527.]

      Social relations involve, first, patterns of social

   interaction:  the frequency and duration of the contacts

   between people, the tendency to initiate these contacts,

   the direction of influence between persons, the degree of

   cooperation, and so forth.  Second, social relations

   entail people's sentiments to one another, such as

   feelings of attraction, respect, and hostility.  The

   differential distribution of social relations in a group,

   finally, defines its status structure.  Each member's

   status in the group depends on his relations with the

   others_their sentiments toward and interaction with him.

   As a result, integrated members become differentiated

   from isolates, those who are widely respected from those

   who are not highly regarded, and leaders from followers.

   (5 3)

       Among the various things that characterize the

   general work environment is that it is manifestly a

   social situation.  It is peopled by other human beings,

   to whom thee worker must relate in more or less

   prescribed, more or less conventionalized ways.  In

   recent years, a great deal of interest has developed

   among industrial psychologists nas sociologists in those

   aspects of work behavior which are influenced by the

   social organization of the workplace.  Ever since the

   early Hawthorne studies, an increasingly large literature

   has described the interpersonal structure of a variety of

   kinds of work situations.  Delbert Miller is not alone in

   arguing that the "success or failure of the worker

   depends not alone on hes job performance but on how he

   plays his role in the work group," and he defines a work

   situation as a triangular set of social relationships



 

 

 

 

 

The expert                                      Theory W 601

 

   involving a worker, a work position, and a work group.2

   While we cannot enter into a detailed examination of the

   many aspects of industrial social relationships that have

   been studied, wee cn specify certain of the major

   interpersonal demands which work places upon the worker.

   (53 150)

 

      Collective effort.

 

      If the accomplishment of an objective requires

   collective effort, men set up an organization designed to

   coordinate the activities of many persons and to furnish

   incentives for others to join them for this purpose.

   (5 5)

      Since the distinctive characteristic of these

   organizations is that they have been formally established

   for the explicit purpose of achieving certain goals, the

   term "formal organizations" is used to designate them.

   (5 5)

      Regardless of the time and effort devoted by

   management to designing a rational organization chart and

   elaborate procedure manuals, this official plan can never

   completely determine the conduct and social relations of

   the organization's members.  (5 5)

 

      Functional explanation.

 

      The object of all science is to explain things.  What

   do we mean by a scientific explanation?  An observed fact

   is explained by reference to a general principle, that

   is, by showing that the occurrence of this fact under the

   given circumstances can be predicted from the principle.

   To first establish such an explanatory principle or

   theoretical generalization, many particular events must

   be observed and classified into general categories that

   make them comparable.  To explain a principle requires a

   more general proposition from which this and other

   similarly specific principles can be inferred.  (5 10)

      The U.S.Congress supported th understanding of work in

the 1910 Taylor sense.  And recall that the 1960's Broom

understanding of management is an evolution into the science

of administration and the arena of leadership.  Thus our

culture awards degrees in Business Administration on the



 

 

 

 

 

The expert                                      Theory W 602

Bachelor, Masters, and Doctorate levels.  Our culture,

specifically Congress through Federal Government activity,

continues to support the understanding of the above

mentioned evolution process.  Thus HEW through the Social

and Rehabiliation Service supported Neff's profession on

Work and Human Behavior (53).

      Why should a job be harder to obtain the older one

becomes?  Answer - because one deteriorates in fact.  True,

the physical organs do deteriorate with age - but what of

wisdom and the teaching of same?  Isn't the wise person

pictured as gray haired?  So then, wouldn't a older person

be in demand for filling some positions?91

      Lifelong maturing.

      We all see that kids grow.  The stifling portion comes

when the words grow-up attaches to the statement.  Thus we

should not see kids grow up, because when they stop growing,

that teaches a certain stagnation.  Rather view growth as a

life-long process.

      Thus Theory W associates with constant growth in the

hands of the expert worker.  This work's foreword uses the

ideas of challenge and growth to represent the life-long

maturation process.  This very personal idea of life-long

maturation links directly with a worthy world-wide

 

____________________

 

      91 GAINING IN LIFE by H.Otto 10-10-94.



 

 

 

 

 

The expert                                      Theory W 603

organization Theory Which Theory W represents.

      Self wisdom. This writing aims to iterate a way to

individual growth by negotiating religious semantics while

attempting to practice scholarship - not to discount the aim

of religion, but to rationalize and thus dissipate the

seeming gap between religion and science.

      For example, scientific psychology provides the

universal basic human needs as a hierarchical structure of

existence, relatedness, and growth (ERG).92 Specific to

this writing, a religious pamphlet93 of several chapters,

provides a chapter on growth.  Thus the word growth can be

one avenue to bridge the bipolar business of seeking truth.

 

      Scientific and religious semantics and truth can be

brought together!  In general, this joining can be seen as

the oneness of an individual's intellect and emotions.  The

words mind and heart may also be used, and some may even

prefer to combine both into the single word - mind.  The

thinking mind can also be seen to be emotional and religious

 

- tripolar if you will.

 

____________________

 

      92 Maslow's theory and Alderfer's statistically

significant experiment.

      93 Charismatic renewal services (1972) Finding new

life in the spirit.  Notre Dame IN: CRS.  A guidebook for

the Life in the Spirit seminars.  Chapters - God's love,

salvation, the new life, receiving God's gift, baptized in

the spirit, growth, and transformation in Christ.



 

 

 

 

 

The expert                                      Theory W 604

 

      True wisdom and true understanding are a gift from

   God.  If you read the scriptures, and if you think about

   what they say...you will be given spiritual

   understanding. (93 4)

      Mind however, may be mistakenly portrayed as the

absence of emotion - this must not be misunderstood.  Some

individuals may choose to come to personal growth from the

intellect.  Others may choose to come to personal growth

from the heart - the emotions.  Yet note that both

approaches are reciprocal - the intellect does impact the

emotions, and the emotions do impact the intellect.

      Individuals can become burrowed in either single

approach.  For example, the author frequently talks about

God as the most powerful concept ever invented.  One

respondent stopped that argument with, "Well, that's the

intellect, not the heart."  To make a giant leap then - "Is

religion relegated to an exercise of the heart?"  And

complimentary - "Is science relegated to an exercise of the

intellect?"  This polarization remains irreconcilable in

general.  Only the individual can come to a personal

integration.  Too many times, religious and scientific

leaders are burrowed.

      Integration however, may be impossible and impractical

for the thinking and growthful individual.  Yet there are

commonalities for becoming closer together.  As the above

example showed, growth can be one commonalty.  Jesus, the



 

 

 

 

 

The expert                                      Theory W 605

person, can be another.  The bible, as representing several

thousand years of wisdom, can be yet another.  However, when

dealing with these three items, the relationship with

corporate church leaders can be problematic.

      Leaders, as interpreters of wisdom, have followers.

Many followers are not provided with a structure promotive

of growthful thinking.  Education industry leaders tend to

promote short-term memory skills rather than thinking and

choice.  Reading research may provide better results.

      Take the New Life book - the purpose of which is "to

find a deeper life in God...through others.Æ(93 3)æ"  Those

"others" could be seen not only as leaders but as stepping

stones - our parents, our peers, our teachers, organization

leaders, and historical wisdom, including our own

experiences and memorabilia.  Those others are basically

passive tools, leading their own lives, yet hopefully

providing challenges which are designed to share wisdom.  We

can be seen as compelled to "find" that individual "deeper

life" for our self.

 

      The aim of an individual life can be seen as

 

   a better and better life.  You have a seed of new life in

   you. (93 33)

      The author sees this "seed" or center of an

individual's life as their point of choice.

      An individual's point of choice moves in an internal



 

 

 

 

 

The expert                                      Theory W 606

environment of emotions - perhaps a "better" description of

an individual's heart, leaving the word heart to describe

that organ of blood pumping capacity, the one that can be

replaced by a mechanical device.  The emotional environment,

or soul, or mind, has specific parameters called feeling

continuums.  At the center, or core, is the individual's

point of choice.  Those continuums are love-hate,

joy-sadness, and freedom-fear.

      This scientific mind, or religious soul, or in any

case, our unique human imprint, can see a challenge from

 

religious wisdom.  One specific challenge calls for action -

 

      (1) pray every day,

      (2) study God's word regularly,

      (3) meet with other Christians for prayer and sharing

          regularly, and

      (4) find a means of Christian service, especially find

          a way to share the life you have been given.Æ(93 35)æ

      (1).  PRAYER can be seen as reflection - the author

reflects each day on the 24 hours of time which he lives.

The value of the reflection is the experiential growth for

his soul and mind.  The context and overriding concepts for

individual growth living are (a) the wisdom of the bible,

specifically Jesus and the Holy Spirit, and (b) the wisdom

of science, specifically Maslow and Alderfer, and the wholly

spirit.94

 

____________________

 

      94 Another convenient integration between religion

and science - Holy Spirit and wholly spirit.



 

 

 

 

 

The expert                                      Theory W 607

 

      (2).  The STUDY of wisdom first includes the

integration of religious and scientific wisdom using the

certainty of scholarship.  Initial evidences of scholarship

are marginal notes and journaling.  More sophisticated

evidences are study projects throughout an individual's

lifetime.  There are courses and degrees on the scientific

and theological "sides."  Then there are personal "sides" -

sermons, pamphlets, discussions, individual research, and

writing.

      An example of individual study concerns the word

spirit in the bible.  We enter and move through the bible by

using a concordance.  The words spirit, spirits, spiritual,

and spiritually, provide 690 occurances for paraphrasing.

The paraphrases summarize into these categories.  The order

represents the sequence of how a new category came to be

when the next passage paraphrase didn't seem to fit the

 

previous categories.

 

Humans know the joys of traveling and movement.

The essence of human life is spirit.

The spirit resides in all levels of human condition.

The spirit of God is meant to be within each individual.

The human spirit grows from past and present generations.

The spirit is meant to represent individualism - choice.

Mend a broken spirit first then the individual can listen.

From an internalized spirit comes favorable attributes.

Another's spirit may not look after your spirit.

Spirited individuals have wholistic vision for their future.

Spirited people are open, work hard, talk, and write.

Spirited individuals are restless.

      Another's spirit may not look after your spirit!  That



 

 

 

 

 

The expert                                      Theory W 608

spirit commandment of caring for one's own spirit ties with

 

the New Life advice.

 

      You have been given something of much more value.

   Guard it very, very carefully. (93 43)

      Another example of individual study concerns the

message of Jesus as love, and the interpretation books about

love by John Powell,S.J.  The author's summary of that

interpretation consists of three levels - respect, time and

encouragement, and challenge (R-TEC).

      (3) Share.  The MEETING of minds in science and in

religion must overcome problems.  Without going into detail,

those troubles can be specified as the anti-Piagetians, and

corporate churchs respectively.  Piaget focuses our

attention onto the inherent spirit and growth ability of

infants and small children.  The education industry and

corporate church can be seen as squelching that inherent

spirit and growth, and then they think that they have

discovered or invented or created something new, such as

confirmation, reconciliation, being reborn, or having been

prayed over.  Not that these experiences are not beneficial.

However, there are many ways to re-awaken or re-create one's

 

spirit.  They are needed throughout one's lifetime.

 

      Some people experience a great deal at the moment when

   they are prayed with, while others experience very

   little.  What you want is the Holy Spirit, not an

   experience. (93 22)

      [God] is not legalistic with us.  A covenant [life

   philosophy] is a way of entering into a relationship of



 

 

 

 

 

The expert                                      Theory W 609

 

   committed love with God [the historically wise

   spirit]. (93 11)

      Where then do we meet peers who are historically wise

- peers who are willing to deliberate and debate

individually wise or unwise alternatives?  Many corporate

churches offer creative activities.  Personal research and

writing offer an age-old opportunity for wringing wisdom

from the individual's thinking and lifelong learning.

      (4) Serve.  Words above have introduced the author's

ideas of ERG and R-TEC.  Meeting with others is in the

relatedness and growth trail of basic ERG need.  The means

of SERVICE to the individual self and others can be seen as

love - that one word summary of Jesus' life.  Time must be

invested for service of self and others.  Encouragement of

self must be gained, so that encouragement of others can

take place from a secure mind and soul.  Part of that

security of the individual self can be seen as the

structuring of challenges whereby the self is specific yet

the self "walks away" to let the other operate their own

life, and grow accordingly.  That growth may well bring the

two closer than ever.  To the other extreme, that growth

could well carry each in different directions for the

benefit of both.

      When dependencies are broken through challenge, the

devastated person, most times, cannot see their self-growth.



 

 

 

 

 

The expert                                      Theory W 610

Yet self-growth can come if they assume choice

responsibility in their lives.  Undependency, as another

 

word for growth, can be seen as follows.

 

      There is nothing in the world like going where we want

   to go, getting what we want, solving a problem, or doing

   something we always wanted to do. (95 155)

      In summary, the author's means or way is the ERG needs

hierarchy and Jesus' love, that is, R-TEC.  For the current

week 4794 the author's time was invested toward a potential

married-forever life-partner, to the exclusion of

dissertation and job work - his personal and respected

 

choice.

 

____________________

 

      95 M.Beattie (1987) Codependent no more.  Center

City MN: Hazelden.  Borrowed from Nancy's daughter Carol in

search of resolving one current life bewildering situation

(the ninth of thirteen situations).



 

 

 

 

 

The expert                                      Theory W 611

 

Table 88 - Task hours and effectiveness 

___________________________________________________________

 

                           Hours for

Task description             weeks ago

_________________________ _____________

 

Action verb Noun object    1    2    3

___________ _____________ ___  ___  ___

 

relate to   selves         83   49   35

maintain    body/mind      61   65   71

pursue      writing(art)   13    6

maintain    assets          6   15   20

pursue      exercise        4   10   19

do          job             1    1    9

write       dissertation        22   14

measure     lifetime      168  168  168   24 hrs for 7 days

measure     effectiveness  64%  61%  58%

 

HISTORY

   1991 weeks 32, 39, 34 & 33   55% 48% 42%

   1991 3rd & 1990 1st quarters             38%

   1990 & 1989 third quarters                   24% 20%

___________________________________________________________

Note: Strategic task organization shown in another table.

      Using the above task description scheme, the

previously described 12 spirit commandments can be restated

as follows.

 

          experience adventure     joy

          recognize  spirit        essence

          recognize  learning      availability

          recognize  god's         residence

          recognize  growth        support

          present    spirited      choices

          set        mending       priority

          recognize  favorable     attributes

          scrutinize other's       motives

          envision   whole         future

          effectuate work          character

          lead       unconstrained spirit



 

 

 

 

 

The expert                                      Theory W 612

 

      Now the ERG and R-TEC ideas are brought together using

 

a table from the author's dissertation. (96 17,19)

 

Table 89 - Life philosophy tasks 

___________________________________________________________

 

Religious love          Basic needs Chosen life philosophy

_______________________ ___________ ______________________

 

challenge               growth      growth

time and encouragement  relatedness challenge

respect                 existence   relatedness

                                    time and encouragement

                                    respect

                                    existence

___________________________________________________________

Note: Life-task items are stated in hierarchical order.

Jesus' love as interpreted by the writings of John

Powell,S.J.  Basis human needs deemed statistically

significant from Alderfer's experiments.

      Now the verb-noun tasks of the 12 spirit commandments

can be prioritized and merged with the integrated life

 

philosophy.

 

____________________

 

      96 H.L.Otto (1994) Beyond matrix organization:

Theory W unifies strategy, functionalism, and productivity

for members and individuals.  Glendale CA: Kensington

University PhD dissertation.



 

 

 

 

 

The expert                                      Theory W 613

 

Table 90 - Spirit and life philosophy 

___________________________________________________________

 

Act Verb       Descriptor     Noun          Pre Done Whrs

___ __________ ______________ _____________ ___ ____ ____

 

    actualize                 growth

    experience adventure      joy

    exchange                  challenge

    lead       unconstrained  spirit

    present    spirited       choices

    solidify                  relatedness

    effectuate work           character

    recognize  favorable      attributes

    exchange   timed          encouragement

    scrutinize other's        motives

    envision   whole          future

    recognize                 respect

    set        mending        priority

    recognize  growth         support

    recognize  learning       availability

    recognize  spirit's       residence

    recognize  spirit         essence

    provide                   existence

___________________________________________________________

Note: Life-task items are stated in hierarchical order.

      Now the detailed wholly spirit philosophy can be

merged with the time investment evidence from the weekly

 

variance analysis mechanism.



 

 

 

 

 

The expert                                      Theory W 614

 

Table 91 - Spirit & whole-hours 

___________________________________________________________

 

Act Verb       Descriptor     Noun          Pre Done Whrs

___ __________ ______________ _____________ ___ ____ ____

 

    actualize                 growth

35  serve in   someone's    G7job               yes  yes

26  write      Theory W     G6dissertation      yes  yes

22  pursue     current      G5writing(art)      yes  yes

32  relate to  others'      R4selves            yes  yes

    exchange                  challenge

    solidify                  relatedness

    recognize  growth         support

    recognize  favorable      attributes

    envision   wholistic     future

    recognize                 respect

    scrutinize other's        motives

    exchange   timed          encouragement

    lead       unconstrained  spirit

32  relate to  my           R4self              yes  yes

    present    spirited       choices

    effectuate work           character

    recognize  learning       availability

04  measure    personal     E8production        yes  yes

03  measure    total        E8lifetime          yes  yes

30  maintain   daily        E3assets            yes  yes

    experience adventure      joy

37  pursue     enjoyable    E2exercise          yes  yes

21  maintain   effective    E1body/mind         yes  yes

    set        mending        priority

    recognize  spirit's       residence

    recognize  spirit         essence

    provide                   existence

___________________________________________________________

Note: Life-task items are stated in hierarchical order.

Jesus' love as interpreted by the writings of John

Powell,S.J.  Basis human needs deemed statistically

significant from Alderfer's experiments.

      Thus life becomes better and better, using science and

 

measurement integrated with religious wisdom.



 

 

 

 

 

The expert                                      Theory W 615

 

      Stewardship of time.

      Several times in recent years, the author found

himself reviewing the propaganda shelves of a worthy church.

The most recent visit collected many itemsÆ97æ - the first

 

pertained directly to the importance of time.

 

      Jesus had more to say about the stewardship of our

   material possessions than about sin, prayer and salvation

   combined.  More than a third of Jesus' teachings deal

   with the stewardship of material assets.  (97 1c1)

      The bible uses the word treasure for materials, and

the author's Theory W of functional organization emphasizes

the treasure of time in whole hours.  This treasure or

material asset of time comes to all of us as 24 hours in the

day - an absolute limitation with many facets.

      For example, time can be seen as a limitation of

encouragement loving98 - of self and others.  Thus the

functional organization of life and job (1) directly

addresses the absolute of limited time, (2) emphasizes the

individual's quality choice of life-task activity, and (3)

focuses attention to the whys of choosing.

 

      The following challenge came from the pulpit.

 

      If we invest our [treasure] in the Kingdom of God, we

   have our eyes on eternity, and [we] put a different

   [choice] on the things of this world.  (97 1c2)

      God doesn't weigh our gold, but our heart.  It's not

   so much the amount as the motive of the heart.

   (97 1c3)

      What then does each of us choose as the motivation of

our self-heart?  Why do we choose certain life activities?



 

 

 

 

 

The expert                                      Theory W 616

Do we act to fulfill our scientific psychology universal

basic human needs of existence, relatedness, and growth?

And do we spend weekly church attendance and even more

life-activity, adding to and re-searching our experiences

about being saved?

      Stop and picture that being saved might be the process

 

____________________

 

      97 R.H.Meneilly (09Oct1994) The sermon on the

amount.  Prairie Village KS: The Village Presbyterian Church

(USA).  A pitch for tithe, "or even half the

tithe. (97 3c3) "  Also collected - CELEBRATE GOD'S GOOD

GIFTS 1995 budget $563k adm., $549k fac., 1211k mission, and

1777k program of which singles has $138k, $183k adult, $195k

youth, $231k children, $118k support, $367k worship/music,

$247k care/counsel, and $299 for other, FIRST MONDAY

luncheon series, MEN'S FELLOWSHIP breakfasts, dinners, and

more, SUNDAY MORNING CLASSES with day care, 1995

ELDERHOSTEL, INTERNATIONAL PARTNERSHIPS, MISSION

RECRUITMENT, INTERNATIONAL INVOLVEMENT EXPERIENCES 1994, THE

PERSONAL INTEREST PROGRAM mission interpretation and

promotion, FUNDING OUR MISSION, EXPECTING THE PRINCE OF

PEACE 1994 ADVENT DEVOTIONS FOR those who cannot more

functionally structure their prayer time, 1993 MISSION

REPORT $349k heartland presbytery, $278K community

involvement, $230k general assembly, $102k synod of

mid-america, and more totaling to $1240k, and SERVING AND

SHARING of the community concern committee which has an

interesting mission statement.

 

      To reflect the spirit of Jesus...by sharing the time,

   talents and financial resources of Village Church in a

   loving, thoughtful and non-judgemental way with those in

   need of help and in doing so sensitize, inform, and

   nurture ourselves. 

 

      98 John Powell,S.J., began the author's love

definition as three levels - (1) respect whereby each can

love everyone in the world, (2) time and encouragement

whereby each has 24 hours each day to love others, and (3)

challenge whereby a communicated vision or aim provides

separation of loving time - both in parallel and in

eternity.  Tis serious business, this thing called love.



 

 

 

 

 

The expert                                      Theory W 617

of adding to our experiences and re-searching our

experiences so that our understanding can grow to a higher

or greater level of mind - assuming that a single mind can

never be a god, but that the mind can possess a scientific

understanding about God.  Thus being saved becomes personal

growth in either religious or scientific terms.

 

      May I then read science into the sermon?

 

      It is the heart's [mind's] attitude toward money that

   determines whether it is good or bad.  It can bless or it

   can curse.   (97 2c2)

      The sermon continued about money, and in the quote

below, our asset of life time is substituted for the word

 

money.  It seems to fit.

 

      Our use of [time] is the acid test of our character.

   [Time] is more than dollars and cents; our [time] is our

   life, crystallized.  Our [time] is the extension of our

   life.   (97 2c2)

      Choices in life are then focused by the sermon unto

God, opportunities, relative wealth, and the attitude of

 

stewardship.

 

      All of us are quite money-conscious.  In fact, most of

   us are more money-conscious than God-conscious.

    (97 2c2)

     "Do not exalt yourself, forgetting...God who affords

   you the opportunities...."  (See Deuteronomy 8:11-18.)

    (97 3c1)

      How many of us ever think of ourselves as being

   wealthy?   (97 3c1)

      When all is said and done, Christian stewardship is

   our attitude toward God and life [time].   (97 4c1)

      From the above guides then, several points emerge -

(1) the world and corporate church provide opportunities,



 

 

 

 

 

The expert                                      Theory W 618

(2) we are wealthy, and being alive means still one more 24

hour treasure, and (3) our attitude can be one of choosing

our timed activity for good reason.

      Good reason can be seen as god for short.  And blessed

are we when we have organizational companions in life and

job who re-search for good reason.

      Thus we can search and re-search for, and add

experiences which precede our choice for the next hour of

life activity.  This search provides the whys which motivate

our life.

      Now another sermon comes to link up with this time and

 

money importance.

 

      Christ's followers, whatever their age, must live -

   not in childishness - but in childlike faith, trusting

   God like a little child blindly trusts a good parent to

   meet every need.   (99 1c2)

      God the good parent is God the Father.  Other Gods are

Jesus and the Holy Spirit.  Perhaps the father version of

Jesus has come to be Christ crucified as opposed to Jesus'

love as respect, time and encouragement, and challenge.

Thus the author becomes aware of God speaking to him and he

speaking in functional organization terms, as opposed to God

speaking to him through the interpretation of others as in

 

____________________

 

      99 R.H.Meneilly (16Oct1994) Christ and the crisis of

the child.  Prairie Village KS: The Village Presbyterian

Church (USA).



 

 

 

 

 

The expert                                      Theory W 619

childishness.  Remember that Jesus came to free us from the

human made law of religion.

      Although God, by definition, provides all, the

individual of childlike faith must choose and act to share

in God's blessings.  Thus for the author, Jesus' love comes

to be the priority - respect self and others, spend time and

encouragement on self and others, and set forth challenges

for self and others.

      If we are judged to be childish, then we can be seen

 

as relegated to the status of children.

 

      Children are so powerless to do anything about their

   lot.  Millions of today's children face the future with

   only a fraction of a chance to live normal, healthy,

   happy, and successful lives.  Many are not wanted when

   they come into this world; many are blighted with disease

   from birth; many are unattended and allowed to grow up

   like weeds, with little parental love and care.

    (99 2c3)

      In contrast, the maturing individual chooses to (1)

respect self and others, (2) spend time and encouragement on

self and others, and (3) set forth challenges for self and

others.

      As prayer time, and substituting the word

 

functionalize for discipline, consider the following.

 

      [Functionalize] yourself to listen...

      Give...[functionality] with love.  (99 4c1)

      The particular pulpiteer of these quotes recognized

 

his mother as his steward.



 

 

 

 

 

The expert                                      Theory W 620

 

      My mother's underlying conviction...surfaced in one

   way or another.  She never quoted the Bible...like some

   religionists.  She had so absorbed and assimilated the

   truth of Scripture that she put it in her own version,

   "God is always able to work everything together for good

   if we love him enough to live the way he wants us to

   live."  (100 1c1,2)

      What security is ours in this belief - just to know

   that God is always living and working in our life!  What

   a difference this makes to our self-esteem and sense of

   worth.  Jesus said, "If you continue in my word, you are

   truely my disciples, and you will know the truth, and the

   truth will make you free (John 8:31,32)."  (100 4c1)

 

      Now let us know God, and freedom.

 

      Our God, who reveals himself to us in the

   scriptures....   (100 1c1)

      Religion and politics in a democracy do not pull in

   opposite directions; they are one response to God.

    (100 1c3)

      Nothing threatens a democracy more than do-nothing

   citizens who just float with the tide of their

   thoughtless choices.   (100 2c1)

      Christianity does not provide a political platform,

   but rather a very basic social conscience with which to

   approach politics.   (100 3c1)

      Our responsibility, under God, is to decide which of

   the options has the best possibility for approximating

   the will of God.   (100 3c3)

      At retirement, the above quoted pulpiteer, provided

laminated bookmarks which provided semi-eternal life to his

benediction, here quoted, substituting the word others for

 

God, since God comes to the author through others.

 

____________________

 

      100 R.H.Meneilly (30Oct1994) God works in everything

for our good.  Prairie Village KS: The Village Presbyterian

Church (USA).



 

 

 

 

 

The expert                                      Theory W 621

 

      We go, always, with the love of others to enfold us,

   the hand of others to hold us, the power of others to

   strengthen us, and the spirit of others to guide us, and

   the grace of others to sustain us and keep us of good

   cheer.  (11-28-94)

      The author spends time in connecting with those others

of wisdom.

      Not incidently, in his retirement speech, the

pulpiteer first mentioned his partnership with his wife

Shirley, and second he mentioned his engagement with the

church.

      The aim of a prior footnote is repeated for closing

 

emphasis.

 

      To reflect the spirit of Jesus...by sharing the time,

   talents and financial resources...in a loving, thoughtful

   and non-judgemental way with those in need of [support]

   and in doing so sensitize, inform, and nurture ourselves.

      Weekly summary. There are two scenarios of conscious

weekly timekeeping by the individual - the formal

organization requirement, and the voluntary individual

application.

      Employee review. When a formal organization uses

Theory W, weekly employee review naturally predominates for

several reasons - (1) the calendar divides into weeks, (2)

the week provides a cuturally natural period, and (3) unlike

months, weeks provide a constant seven day time resource,

and (4) the past seven days usually fall within the

individual's short term recall ability, and (5) the next



 

 

 

 

 

The expert                                      Theory W 622

seven days usually fall within the individual's seeing-ahead

ability.

      The form of raw data entry rests with the individual

expert worker.  The psychology of raising the worker to the

responsibility of the expert of their time spending provides

fundamental spending and quality control.

      Individual review. Many people as too busy to be

responsible for their time spending.  Education trains us to

not take responsibility.  As educators, we force behavior to

exterior regimentation.  Under Theory W, organization aims

and objectives must be of a range of activity which allows

individual choice.  The individual's choice of time spending

must, however, be visible.  Time and task relationship

visibility are to provide higher productivity under Theory

W.

      People like to make choices - our marketing economy

proves that.  Time however, unlike buying decisions, need

not be subjected to the survey method of knowledge.

Individual generation of knowledge can be generated as a

personal entrance into science.

      Performance review. Two steps are involved.  First

tabulate task wholehours using the simplist practical form.

Second "analyze need variance," each individual having

universal basic human needs of existance, relatedness, and

growth.101



 

 

 

 

 

The expert                                      Theory W 623

      The weekly analysis form provides for prioritizing

good-feeling actualizations and concerns.  Confrontation

with future choice should follow good communication

guidelines.102 Supporting project schedules are updated as

a resultant of weekly analysis.

      Weekly reporting. No matter if the time summary comes

from formal organization requirement or individual

initiative, the result ends to be a simple list.  The form

varies from manual to spreadsheet as shown in individually

created situations.  Note that the Theory W timekeeping from

an individual's view reconciles to 168 hours per week - a

full seven days at 24 hours each day.

 

____________________

 

      101 For multi-member organizations, budget variance

in people count, overtime hours, and material dollars hold

the basis for analysis.

      102 Village-class notes.



 

 

 

 

 

The expert                                      Theory W 624

 

Figure 52 - Waretime observation 

____________________________________________________________

____________________________________________________________

Note: Acts authorized by the aimed pure functional database.

      Life-work takes time. Individual work includes both



 

 

 

 

 

The expert                                      Theory W 625

physical and mental varieties.  In fact, early studies which

put physical work in the rest mode, evidenced that the brain

 

uptakes substantial oxygen.

 

      The brain utilizes a substantial part of the total

   oxygen uptake of the body at rest, it is well established

   that mental work requires only an insignificant increase

   in oxygen uptake, at least as long as the mental effort

   is not associated with markedly increased muscular

   tension or emotional stress (Benedict and Benedict, 1933;

   Benedict and Carpenter, 1909).  (224 440)

      With thought, one could see that the brain also takes

time to do its work - not unlike physical work.  Thus both

physical and mental work take time and can be timed - if the

individual thinks about timed tasks.103

      In simple terms - work takes time.  From an energy

expenditure chart (224 439) skiing and squash are more work

than axing and tending a blast furnace.  Thus work can be

seen outside of industrial concern.

 

      Charts not practical.

 

      Organizational relationships--as opposed to social and

   other types of relationships within a company--grow out

   of the division of work and delegation of responsibility

   and authority.  A number of functional relationships,

   authority relationships, staff-line relationships, and

   just plain work relationships may come into play in

   reaching any decision or in completing any given piece of

 

____________________

 

      103 Dr.Pigge denied that a mental worker such as a

professor like himself, could appreciate the time which

mental work takes.  Yet Dr.Pigge, like all workers, spends

time in mental work.  Thus Barnard's remonstration does not

apply exactly, yet it fits - "To fail in an obligation

intentionally is an act of hostility.(4 171)" - especially

when Education has performed time-on-task research.

 

 

 

 

 

The expert                                      Theory W 626

 

   work.  Most companies gave up long ago on the attempt to

   even begin to show all of these relationships on a chart.

   (6 145)

      Yet many computer software packages attempt to

directly display the Gandt and PERT structure.

      Certainly the importance of displaying pure functinal

relations will not die out and hopefully a pure functional

list structure can be popularized.  Theory W aims to

popularize pure functional organization without encountering

the impracticals of Gandt and PERT charts.

 

      Work-task pyramid.

 

      The informal organization is the pattern of personal

   relationships that people in organizations develop.  The

   informal organization usually is based on the lines of

   communication given on the organization chart or job-task

   pyramid...  (6 186)

 

      Weekly learning.

      Whenever possible, confront a communications problem

   head-on.  Hiding behind a desk or a stream of memos, or

   simply trying to wish away a problem won't work.  A

   face-to-face discussion with an employee or group having

   a problem will do much to remove the problem.

      The two-way exchange of information and feelings can

 

   quickly lead to understanding.  (6 187)

 

      Zero choice energy.

 

      It is, for many, a rather sad conclusion that the

   energy expenditure required for intellectual work is so

   small we cannot measure it with precision.  The

   difference in the oxygen consumption of a man sitting

   idly in a chair and one who is solving, or trying to

   solve, a difficult mathematical problem is virtually nil.

   It is true that hard thinking is often accompanied by

   facial grimaces, wriggling and other adventitious

   movements, and these will certainly increase oxygen

   consumption slightly; but the increased activity of the

   brain is so small in terms of energy that no allowance



 

 

 

 

 

The expert                                      Theory W 627

 

   for this is needed.  No extra food is necessary either.

   (225 91)

      Empowering individuals with mission authority.

Leadership seems to parallel a non-analytical approach to

pure functional organization.  Literature (45) focuses on

the organization of work (job tasks) under the authority of

the individual rather than under the individual within the

context of the organization.

      Improving productivity. A basic theory of pure

functional coordination makes sense so Theory W just

simplistically goes forward to recognize it - ignoring the

resistance of traditional thinking.104 Literature hints at

the essential of pulling the organization together in some

matter.

 

      It seems useful to make the distinction between

   collaboration at the policy-administrative level and at

   the operating-implementing level.  While both may be

   desirable and perhaps essential, they do not necessarily

   take place together.  (20 130)

      Apparently the matrix organization theory provides the

current answer.  Theory W takes the pure functional element

of organization structure and provides rightful connection

to the idea of strategy.  In the process, the idea of

strategy transforms to a quantified structure.

      Functional control. Functional work can be planned,

 

____________________

 

      104 See Pigge footnote, the Ohio published

productivity, etc.in Otto's files.



 

 

 

 

 

The expert                                      Theory W 628

thus a standard can be set.  Comparing actual performance

with the standard can result in a variance.  Then in any one

period many variances can be ranked for analysis.  From

variance analysis comes either a change in performance,

usually through methodology, or a change in standard.  Only

the large variances are analysed, thus the standards of

smaller variances remained unchanged.

 

      The rational model.

 

      The organization is viewed as an instrument, i.e., a

   rationally designed means for the realization of explicit

   goals of a particular group of people.  The

   organizational structure is regarded as a tool, and

   alterations of the organizational structure are seen as

   instruments for improving efficiency.  (1 93)

      Thus, modifications of the organization take place as

   the direct effects of the plans of a certain group (the

   mandator), with these modifications being made for the

   expressed purposes of implementing the mandator's plans.

   Changes are made in a deliberate manner, and the

   replacement or modifications of one part can be carried

   out without significantly affecting the other parts.

   (1 93)

      Theory W goes beyond the rational model in including

the individual worker in the modification, replacement,

change process.  In this way other parts of the organization

are affected for the better - for the good of the whole

organization.

      Program and project management bring forth the idea of

task work, that is, the input and output effort of

individual workers.  Task work can be seen as essential

within the management of organizations - an organization



 

 

 

 

 

The expert                                      Theory W 629

having from one to many members or workers.

      In the context of the home, task work could be

identified as chores.

      In the context of education, task work can be

identified from the subject heading of time-on-task.

      In the context of business, task work can be

identified from the collection of various product-oriented

 

activity records.

 

      Historical evidence would indicate that very few key

   inventions have been made by men who had to spend all

   their energy overcoming the immediate pressures of

   survival.  Atomic energy was discovered in the

   laboratories of basic science by individuals unaware of

   any threat of fossil fuel depletion.  The first genetic

   experiments, which led a hundred years later to

   high-yield agricultural crops, took place in the peace of

   a European monastery.  Pressing human need may have

   forced the application of these basic discoveries to

   practical problems, but only freedom from need produced

   the knowledge necessary for the practical applications.

   (52 176)



 

 

 

 

 

                                               Theory W 630 

 

Chapter 10 - The form of Theory W 

 

      Theory W development

      Graphic difficulty

      Scholars revisited

      A final rationale

      Review.  The predisposition of formal-authority

orientation in the early 1900s led to an organizational

behavior (OB) thrust.  The OB effort, good in itself, has

not been a solution for the formal vs functional-authority

struggle, exemplified by the matrix organization subject

heading of world knowledge.

      Part 1 researched organization structures and now we

can take the resultant idea of a worknet and apply it to the

documentation of personally experienced business and

education cases.

      Part 2 repeats application of the worknet form so that

certain standardization results.  The worknet form then

takes on scientific value in the sense of a universal model.

      Summary.  Whereas the formal organization remains

relatively stable, the pure functional organization should

always improve - even to the point of changing the formal

organization.  The formal organization which encourages such

change can be judged synergistic.  To the end of continual

improvement, the creative individual worker can be given a

tool to measure and encourage improvement.  That tool,

commonly know as job descriptions, can be given pure



 

 

 

 

 

Workweb                                        Theory W 631

functional authority through the use of the Theory W

organization structure.

      Next.  Application to cases of individuals as

 

organizations.

Theory W development 

      Takeoff point. PERT preceded the worknet idea.  The

further idea of CPM does not apply to Theory W since Theory

W takes the tasks of the organization as planned.  This

 

would be after any benefit derived from using CPM.



 

 

 

 

 

Workweb                                        Theory W 632

 

Figure 53a - 1960s Gandt, PERT & CPM applications 

____________________________________________________________

____________________________________________________________

Source: M.A.Mass (27 Oct 1965) Simplified planning.  In

Design News p.26.



 

 

 

 

 

Workweb                                        Theory W 633

 

Figure 53b - 1960s Gandt, PERT & CPM applications 

____________________________________________________________

____________________________________________________________

Source: H.L.Otto (06 Aug 1965) Critical path arrow diagrams.

For project design handbook (22 Jul 1965).



 

 

 

 

 

Workweb                                        Theory W 634

 

Figure 53c - 1960s Gandt, PERT & CPM applications 

____________________________________________________________

____________________________________________________________

Source: H.L.Otto (22 Jul 1965) Critical path method.  For

project design handbook.  Milwaukee WI: Centralab Globe

Union.

 

      The Program Evaluation and Review Technique (PERT) is

   a planning and controlling method which represents the

   systems approach in its orientation and is extensively

   used in the aerospace and defense industries.  (12 18)



 

 

 

 

 

Workweb                                        Theory W 635

 

Figure 54a - Computerized application 

____________________________________________________________

____________________________________________________________

Sources: Saturn systems development (03 Sept 1965) S-IVB

PERT bi-weekly report.  Douglas.

         B.J.Hansen (1964) Practical PERT including CPM.

Washington DC: America House.



 

 

 

 

 

Workweb                                        Theory W 636

 

Figure 54b - Computerized application 

____________________________________________________________

____________________________________________________________

Source: H.L.Otto (21 Nov 1973) Stillwater expansion project.

Fond du Lac WI: Mercury Marine.

      The precedence network facilitated the computerization

of the PERT and CPM ideas, and also facilitates the Theory W

view of any organization.  Thus the PERT and database ideas

provide the skeleton for Theory W worknet idea.

      Theory W worknet. Organized work divides into tasks

and tasks align in specific order to support the purposes of

the organization.  The concept of strategy can be given

authoritative form.



 

 

 

 

 

Workweb                                        Theory W 637

 

Figure 55a - Flowchart examples 

____________________________________________________________

Source: Mercury Marine (Brunswick) in 1970s by H.L.Otto.



 

 

 

 

 

Workweb                                        Theory W 638

 

Figure 55b - Flowchart examples 

____________________________________________________________

____________________________________________________________

Source: Mercury Marine (Brunswick) in 1970s by H.L.Otto.

      Drawing a worknet. In the past, engineering projects

were planned graphically.  First, the Gandt chart, then the

time-line arrows of PERT and CPM interconnected to the

conclusion of the project.

      Theory W recognizes that many, if not all,

organizations have a mission as a conclusion.

      Sometimes that means that the conclusion never comes.

The mission always hangs out front as the proverbial carrot.

That mission provides the authority of logic.

      To fit database computerization, the worknet consists

of a list of tasks.  The initial list may come from many



 

 

 

 

 

Workweb                                        Theory W 639

sources.  No matter which source comes first, the important

administrative responsibility comes next - that of carrying

the list logic into a working organization.

      Administrators have always provided work logic to the

organization members.  How then, is Theory W different?

      Dollar spending control. This can accompany Theory W,

but separates conceptually.  Thus budget reports can have

forecasting ability, but are not a time-control tool.

 

Figure 56a - Project budget control 

____________________________________________________________

____________________________________________________________

Source: Mercury Marine (Brunswick) in 1970s by H.L.Otto.



 

 

 

 

 

Workweb                                        Theory W 640

 

Figure 56b - Project budget control 

____________________________________________________________

 

____________________________________________________________

Source: Mercury Marine (Brunswick) in 1970s by H.L.Otto.

 

Figure 56c - Project budget control 

____________________________________________________________

____________________________________________________________

Source: Mercury Marine (Brunswick) in 1970s by H.L.Otto.



 

 

 

 

 

Workweb                                        Theory W 641

 

Figure 56d - Project budget control 

____________________________________________________________

____________________________________________________________

Source: Mercury Marine (Brunswick) in 1970s by H.L.Otto.



 

 

 

 

 

Workweb                                        Theory W 642

 

Figure 57 - Project task time-dollar forecasts 

____________________________________________________________

____________________________________________________________

Source: Mercury Marine (Brunswick) in 1970s by H.L.Otto.

      Note that the above project-task budgeting tool

forecasts spendings flow by month.  Project spending

forecasts, however, are not a reliable dollar budgeting

basis.  The spending horizon quickly falls away, leaving

future months with only a fraction of the needed funds.

      The above does not say that a budget, divided among

projects, cannot be effective.

      Time spending control. Cost control requires the

control of routine and project time spending.  Thus to



 

 

 

 

 

Workweb                                        Theory W 643

control costs the organization has to control functional

project/task and routine time spending.  Two sets of account

books provide the control and an associated Theory W

database provides the functional budgeting authority.

 

Figure 58 - Operations and projects 

____________________________________________________________

____________________________________________________________

Source: Mercury Marine (Brunswick) in 1960s by H.L.Otto.

      The above area four can be subjected to time spending

control.  But, just as stated elsewhere, forecasts by

project are generally futile, as depicted in area five

above.

      Precedence networking. The IBM project control

software of the 1960s did not perform on a practical basis,



 

 

 

 

 

Workweb                                        Theory W 644

but the idea of a precedence network database to replace

graphical project control remained a possibility for further

exploration.

      Timesharing. The business information batch

processing mentality did not encourage the need for any time

engineering information processing.  But the availability of

outside on demand computer time made possible the

justification and purchase of both engineering design and

engineering project control processing time.  The network

database was the foundational form of engineering project

control - graphical tools were obsolete.

 

Figure 59a - Project time control 

____________________________________________________________

____________________________________________________________

Source: DeZurik (General Signal) in 1970s by H.L.Otto, p.29.



 

 

 

 

 

Workweb                                        Theory W 645

 

Figure 59b - Project time control 

____________________________________________________________

____________________________________________________________

Source: DeZurik (General Signal) in 1970s by H.L.Otto, p.26.



 

 

 

 

 

Workweb                                        Theory W 646

 

Figure 60 - Why flow charts 

____________________________________________________________

____________________________________________________________

Source: Manager's conference (30 Sept - 2 Oct 1974) Value

analysis value engineering. At Crown Center KC MO.  Newport

Beach CA: Value Analysis Inc.  p.133.

      Why diagrams detail strategy thus flow left to right,

opposite of timeline worker understanding.

      Engineering EDP. Now that the concept of the

engineering project control database was proven effective,

the database was integrated with the business information

batch processing mentality.



 

 

 

 

 

Workweb                                        Theory W 647

      Theory W software. On two occasions software programs

were designed for Theory W implementation - both proved too

complex (inflexible), and too removed from the user

(checkbook spender).

      Simpler databases. Small computers can now manipulate

simple, yet large, databases.  Thus time control can be

integrated at the point of checkbook spending rather than

integrated at a central computer batch processing site.

This amounts to a time spending checkbook analogous to the

dollar spending checkbook.

      Resultant worknet model. The Theory W database model

was synthesized from the above mentioned development trace

thesis and the antithesis dissertation process.  Numerous

iterations and combinations of the model were attempted.

Some of the discarded attempts are discussed later.

      The resultant model writes out any pure functional

organization - a complex activity with the simple result of

job descriptions.

 

Table 92 - Web of any organization 

____________________________________________________________

 

Step 1   Act/task description                           WHAT

         --------------------

         Verb Descriptor Noun

         ---- ---------- ----

 

Step 2   Act    Act/task description

         number

         ------ --------------------

 

Step 3   Act Verb Desc Noun

         ---- ---- ---- ----

 

Step 4a  Act Verb Desc Noun Previous Action           WAY

         ---- ---- ---- ---- -----------------

 

 

 

 

 

 

Workweb                                        Theory W 648

 

Step 4b  Act Verb Desc Noun Why Action                WHY

         ---- ---- ---- ---- ------------

 

Step 5   Act Verb Desc Noun Why Source(From)          WED

         ---- ---- ---- ---- ---- ------------

                                  also person responsible

                                  for act/task performance

 

Step 6                                 Individual

                                       performance

                                       evaluation

         Act Verb Desc Noun Why From Who  Done?       WHO

         ---- ---- ---- ---- ---- ---- ---- ------     WRAP

 

Step 7   Act Verb Desc Noun Why From Who Done WholeHours

         ---- ---- ---- ---- ---- ---- --- ---- ----------

                                                       WHRS

Step 8   Act Verb Desc Noun Why From Who Done Whrs

         ---- ---- ---- ---- ---- ---- --- ---- ----

         1a                       hereb    yesc

                                           no

                                           mu

 

Step 9   PERT/CPM analogy

 

         Graphic - task 0 ----> task 3 ----> task 2 ----> 1

 

         Act Verb Desc Noun Why

         ---- ---- ---- ---- ----

          1    v1   d1   n1   mu

          2    v2   d2   n2   1

          3    v3   d3   n3   2

          0    v0   d0   n0   3d

 

Step 10  Numeric act sort of database                  WAY

 

         Act Verb Desc Noun Why

         ---- ---- ---- ---- ----

          0    v0   d0   n0   3e        the way of 3 is 0

          1    v1   d1   n1   mu

 

          2    v2   d2   n2   1           the way of 1 is 2

          3    v3   d3   n3   2           the way of 2 is 3

 

Step 11  Numeric pre sort of database                  WHY

 

         Act Verb Desc Noun Why

         ---- ---- ---- ---- ----

          2    v2   d2   n2   1           the why of 2 is 1

          3    v3   d3   n3   2           the why of 3 is 2

          0    v0   d0   n0   3e        the why of 0 is 3

          1    v1   d1   n1   mu



 

 

 

 

 

Workweb                                        Theory W 649

 

Step 12  Member task assignment sort

 

         Database  Act Verb Desc Noun Why Who

                   ---- ---- ---- ---- ---- ---

                    0    v0   d0   n0   3   you

                    1    v1   d1   n1   mu  me

                    2    v2   d2   n2   1   me

                    3    v3   d3   n3   2   me

 

         Your job  Act Verb Desc Noun Why Who

                   ---- ---- ---- ---- ---- ---

                    0    v0   d0   n0   3   you feed me

                    3    v3   d3   n3   2   me

 

         My job    Act Verb Desc Noun Why Who

                   ---- ---- ---- ---- ---- ---

                    1    v1   d1   n1   mu  me

                    2    v2   d2   n2   1   me

                    3    v3   d3   n3   2   me

                    0    v0   d0   n0   3   you feed me

____________________________________________________________

Note: a The strategic origin task (mission) of the

organization.

      b Work cited number and page number - parenthesis

omitted.

      c yes = task performed and complete

          no  = task not performed and incomplete

          mu  = too unimportant to be measured separately

          do

     d Note that the left to right numbering of a

PERT/CPM chart places the start task (0) on the bottom of

task list.  This does not matter in Theory W, where a act

sort puts the start task at the top of the list.

                                                   continued

____________________________________________________________



 

 

 

 

Table continued                                 Theory W 650 

____________________________________________________________

      e The worknet database provides a certain

readability - task 3 needs task 0 as a preceding task, then

because of the database numerical order, one can go to task

3 and proceed to understand that task 2 needs task 3

completion, and, in turn task 1 needs task 2.  In this

database one could simply arrange the database in

hierarchical order - act 1, 2, 3, and 0.  But in larger

databases with more complex logic, the portrayal of

hierarchy becomes increasingly difficult.  But the

hierarchical presentation can usually be successful in the

member sort.

      Summary.  The worknet presentation facilitates

functional authority.  We all know (1) that we are part of a

rational functional organization, (2) from whom we can

expect output, and (3) to whom our output goes.

Graphic difficulty 

      Networks fall within the realm of scientific

management where most of the textbooks explain PERT, CPM,

and decision tree.  There are inherent difficulties in using

these tools, both general and specific.  In general,

graphical scientific management tools are good for

explaining concepts, but have obvious practical limitations.

A graph cannot handle a large complex network.  Manual

drafting cannot encompass either the initial display nor the

constant need for updating and distribution.

      PERT/CPM. Most computer PERT produces bar charts

which can be cut and pasted together for visualization.

That amounts to a computerized Gandt chart.  And the Gandt

chart has problems in application.



 

 

 

 

 

Workweb                                        Theory W 651

      Decision tree. Very limited practical application.

      Theory W difference. The Theory W worknet provides a

universal model for the administrator.  The complete

organization becomes visible and each member has their job

description.  The same tasks which visibly support the

mission also appear on the individual job description.  The

job description tasks report to next aligned task which may

or may not be assigned to another member.

      Idea of hierarchy. Makes common sense for workers to

feed their output up to the next level of organization

functional authority.

      Specific cases. The complexity of reality challenges

the methodology of the above general worknet.  Thus cases

were studied with the idea of arriving at a standard model

 

for the Theory W organization.

 

      Computer literacy is not just knowing how to make use

   of computers and computational ideas.  It is knowing when

   it is appropriate to do so.  (181 155)

      [A] significant portion of the population has almost

   completely given up on learning.  These people seldom, if

   ever, engage in deliberate learning and see themselves as

   neither competent at it or likely to enjoy it.  Many more

   people have not completely given up on learning but are

   still severely hampered by entrenched negative beliefs

   about their capacities.  (181 42)

Scholars revisited 

      In afterthought to the research and subsequent

presentation of the organization pyramid, Theory W

structure, and the worknet form, several pertinent



 

 

 

 

 

Workweb                                        Theory W 652

quotations are presented for consideration - the object

being the validity of the pure functional organization in

general and the possible potential of the Theory W worknet

as an administrative tool.

 

      Functional ability.

 

      There is reason to suggest that just as...moderate

   functionalism was the basis of Plato's claim for a

   co-ordinated State, so the interweaving of functions and

   the close inter-dependence of human unit with human unit

   may come about from an acceptance of the functional

   system in industry in such a way that it may develop, but

   also that it may co-ordinate [and control].  (184 177)

 

      Control & coordination.

 

      Our subject...is control.  Of course that is what we

   have been talking about...when we were considering orders

   or authority or leadership or co-ordination.  In our best

   managed industries, we notice two points about control:

   (1) control is coming more and more to mean fact-control

   rather than man-control; (2) central control is coming to

   mean the correlation of many controls rather than a

   superimposed control.  (185 161)

 

      Collective self-control.

 

      The aim and the process of the organization of

   government, of industry, of international relations,

   should be...a control not imposed from without the

   regular functioning of society, but one which is a

   coordinating of all those functions, that is, a

   collective self-control.  If you accept my definition of

   control as a self-generating process, as the interweaving

   experience of all those who are performing a functional

   part of the activity under consideration, does that not

   constitute an imperative?  Are we not every one of us

   bound to take some part consciously in this process?  To

   get our affairs in hand, to feel the grip on them, to

   become free, we must learn, and practice, I am sure, the

   methods of collective control.  We are coming to know

   that we can make facts.  We need not wait on events, we

   can create events.  (185 167)



 

 

 

 

 

Workweb                                        Theory W 653

 

      Flexible universal organization structure.

 

      If the structure of a government is to be fitted to

   its people and its purpose, it must take into account the

   probabilities of changes that may occur.  In newer

   communities and those where considerable changes in

   educational technique, in population, in economic

   environment, or inter-community relationship, take place,

   provision for appropriate steps in structural

   reorganization are essential.  (186 142)

 

      Universal administrative improvement.

 

      The Administrative Theory supposes that in every great

   enterprise there is a permanent council for improvements

   whose function it is to make researches on all possible

   improvements in the enterprise and carry them out under

   the auspices and authority of the director.  (183 111)

 

      Non-functional overload.

 

      More serious is the petrification of leadership which

   follows from an overload of administrative work.  The

   most constructive aspects of leadership are those which

   are exercised face to face.  (188 83-4)

      Modern literature. The above quotes connect the pure

functional organization and Theory W to the early

administrative literature - a copy of a previous table

appears below.  Note that Theory W connects to the

pre-university entrance into the literature.



 

 

 

 

 

Workweb                                        Theory W 654

 

Table 93 - Early modern administrative literature 

___________________________________________________________

 

Year  Name      Comment                   Literature

_____ _________ _________________________ _______________

 

1923  Fayol     France                    (183)

1928  Lee       England                   (184)

1932  Follett   England and U.S.          (185)

      Dennison  U.S. manufacturing        (186)

                and the Post Office

1933  Urwick    U.S. consultant           (112)(188)(189)

      Graicunas French consultant         (187)

1935  Henderson                           (190)

      Whitehead                           (190)

      Mayo      Harvard University        (190)

1936  Gulick    Columbia University       (191)

                and public administration

1930s Barnard                             (4)(40)

___________________________________________________________

 Note: Above parenthetic references.

      Thusly Theory W does not tie closely to the current

thinking in the literature.  The idea behind Theory W seems

to tie to the pre-university thoughts of the early

administrative literature

A final rationale 

      Three possibilities exist - (1) Theory W is false and

the current praxis of organization structure literature is

true, (2) Theory W (and the organization pyramid) is true

and the current praxis of organization structure literature

is false, or (3) the current praxis of organization theory

has held itself apart from testing itself as truth or

falsehood.  For example, the university writers (teachers)

seem to be on the outside looking in.  They are simply



 

 

 

 

 

Workweb                                        Theory W 655

seeing what organization is becoming, rather than finding

the being of the organization universal.  Thus some

universities seem to train rather than seek truth.



 

 

 

 

 

                                                Theory W 656 

 

Chapter 11 - Individual case studies 

 

      Author's own case study

      A church experience

      Functional bible summary

      Other individual organizations

      Master of our own time?

      Self- vs member- evaluation

      Dynamic provision

      Review.  The Theory W pure functional organization

structure has a three-sided pyramid context, a scientific

interpretation of strategy, and a functional authority for

optimizing organization performance as productivity.

      Summary.  If organizations are to be understood, their

structure must be described.  Thus Theory W provides the

chapter 10 workweb form of documentation and proceeds in

this chapter with application of its unique methodology to

individuals as organizations.

      Thus far in this paper, discussion has flowed from

organization theories (part 1), to the development of Theory

W (part 2), then on to the expert worker (part 3).  Here we

look at the pure functional organization of several

individuals - each as their own organization.  The

individual organization under Theory W separates from the

employing organization.

      Next.  Move on to part 4 of Theory W - multiple member

organizations.

Author's own case study 

      In late July 1993 Harv returned to writing his



 

 

 

 

 

Individual                                      Theory W 657 

dissertation.  His prior dissertation-life-phase was the

period from May through November 1991.  What happened in the

meantime?  Why did Harv not finish his dissertation?  What

has caused Harv to return to the dissertation process?

      In short, let the answer be relatedness.  Not that

Harv's current Patricia causes the return.  Rather that Harv

has acquired a degree of relatedness which supports his

future growth.

      Back at Wesley College, Harv taught the functional

organization structure through the visualization of a train

or series of tasks.  The series of tasks were on a computer

listing and if each task were scissored apart they could be

linked right and left so that the parallel with a time line

idea could be appreciated.

      To access the Wesley information his files must be in

order.  Here organization again arises.  For progressive

growth in his dissertation and in life, Harv has to be

visibly organized.  Thus new-page progress rests in place

while Harv attempts to access his library of personal

holdings.  A "time delay" yes, yet necessary for growth.

That's the human hierarchy of needs.  Harv documents these

"time delays" in his weekly time log and reports to his

formal organization - his own self.

      In the spirit of implementing his own Theory W, he

begins by reconciling the do-as-I-say with the do-as-I-do.



 

 

 

 

 

Individual                                      Theory W 658

Each individual's tasks, however, must be self-tailored.

     In the following application the tasks of body and mind

maintenance and low-intensity relationship togetherness105

are considered as input or support for the other output

tasks.  Thus these tasks could be labeled non-productive and

 

subject to reduction.

     Getting along with less sleep may be appealing to

many, however reducing the amount of low-intensity

relatedness may require much explanation to a spouse or

significant other.  Thus the application of science receives

a very basic test, "Do we want to measure our time?"

Seemingly, most do not.  But if we desire to account for our

life time and integrate the measure to explicit expression

of self-evaluation against a functional

 

strategy, Theory W offers a model.

 

____________________

 

      105 Evolvement of Harv's performance measurement

recognized that the low-intensity task was also needed for

balanced productivity.  Thus only the sleep and nap task

calculates as non-productive.  Yet even more sleep becomes

necessary at times.  Therefore a lower productivity some

weeks can be the best balanced choice.



 

 

 

 

 

Individual                                      Theory W 659

 

Table 94a - Task hours and effectiveness 

____________________________________________________________

 

                           Hours for

Task description             weeks ago

_________________________ _____________

 

Action verb Noun object    1    2    3

___________ _____________ ___  ___  ___

 

maintain    body/mind      68   75   87

encourage   relationship   44   38   25

get         job            19   13    2

write       dissertation   18   26   35

maintain    assets         12    6    1

pursue      exercise        7    8   18

facilitate  students             2

measure     lifetime      168  168  168   24 hrs for 7 days

measure     effectiveness  33%  33%  33%

 

HISTORY

   Fourth, second, first quarter 1990   33%   34% 38%

   Third quarters of 1990 and 1989         24%       20%

____________________________________________________________

Note: Weeks 9050, 9051, 9052.

      The weeks shown are the last three of 1990.

Interestingly, productivity or effectiveness in the table,

was stable at 33%.  The fluctuations week-to-week and over

the quarters correspond to major changes in life tasks.

Since 1990, the Encourage Relationship life task has been

included in the effectiveness percentage.



 

 

 

 

 

Individual                                      Theory W 660

 

Table 94b - Task hours and effectiveness 

___________________________________________________________

 

                           Hours for

Task description             weeks ago

_________________________ _____________

 

Action verb Noun object    1    2    3

___________ _____________ ___  ___  ___

 

DREAM       bodyMIND       68   68   58

AMBIENCE    assetsME       35   24   23

pursue      PHYSICAL       22   17   20

write       Theory W       21    2    4

ENTHUSE     selvesWE       16   17   17

pursue      ARTdance        4   13   15

serve       workJob         2    3

visit       TRAVEL              24   26                                          y  hlo warm

PARENT      child                     5                                          y  hlo lift

measure     LIFETIME      168  168  168   24 hrs for 7 days

measure     PRODUCTION     60%  60%  65%

 

History

   1991 weeks 32, 39, 34 & 33   55% 48% 42%

   1991 3rd & 1990 1st quarters             38%

   1990 & 1989 third quarters                   24% 20%

___________________________________________________________

Note: Strategic task organization shown in another table.

      From this life tasks summary, the strategy of one's

life organization can be developed in tabular or graphic

 

form.  The latter having definite limitations.



 

 

 

 

 

Individual                                      Theory W 661

 

Table 95a - Strategy in ranked order 

__________________________________________________________

 

        Task description

Act     ______________________________________  Following

number                                          act number

(way)  Action verb  Descriptor   Noun object   (why)

______  ___________  ___________  ____________  ______

 

 0      better      future        life           2

 1      achieve     eternal       life           0

 2      enjoy       whole         life           1

 21     balance     effective     activity       2

 4      measure     personal      effective%     21

 3      total       life          time           4

 30     maintain    personal      assets         21

 35     read        non-move      job            21

 37     pursue      enjoyable     exercise       21

 32     cite        effective     relations      21

 

 36     answer      chronicle     market         0

 27     publish     facilitation  article        36

 26     write       TheoryW       dissertation   27

 22     improve     systematic    literacy       26

 

 23     develop     objective     jobexit        36

 24     serve       rtn/bm/att    committees     23

 25     write       Benedictine   syllabi        23

 28     prep                      lessons        23

 29     facilitate  in-class      learning       23

 31     facilitate  out-class     learning       23

 33     supervise   KAS58         workstudys     23

__________________________________________________________

Note: Organization effectiveness aims through to task 0.

Any whole life strives to actualize good psychological

feelings.  Another table portrays the time-line flow of

these self-organization tasks.

      Is the above or the following more difficult to read?

 

Both have their advantages.



 

 

 

 

 

Individual                                      Theory W 662

 

Table 95b - Strategy in numeric order 

__________________________________________________________

 

        Task description

Act     ______________________________________  Following

number                                          act number

(way)  Action verb  Descriptor   Noun object   (why)

______  ___________  ___________  ____________  ______

 

 0      better      future        life           2

 1      achieve     eternal       life           0

 2      enjoy       whole         life           1

 3      total       life          time           4

 4      measure     personal      effective%     21

 21     balance     effective     activity       2

 22     improve     systematic    literacy       26

 23     develop     objective     jobexit        36

 24     serve       rtn/bm/att    committees     23

 25     write       Benedictine   syllabi        23

 26     write       TheoryW       dissertation   27

 27     publish     facilitation  article        36

 28     prep                      lessons        23

 29     facilitate  in-class      learning       23

 30     maintain    personal      assets         21

 31     facilitate  out-class     learning       23

 32     cite        effective     relations      21

 33     supervise   KAS58         workstudys     23

 35     read        non-move      job            21

 36     answer      chronicle     market         0

 37     pursue      enjoyable     exercise       21

__________________________________________________________

Note: Organization effectiveness aims through to task 0.

Any whole life strives to actualize good psychological

feelings.  Another table portrays the time-line flow of

these self-organization tasks.

      If the strategy structure is kept simple, the

 

graphical version can be shown.



 

 

 

 

 

Individual                                      Theory W 663

 

Figure 61 - Individual's life-work flow 

_________________________________________________________

 

 Numbers represent the prior table work tasks.

 

      30

    32 - \                                   WHY ---->

    35 - - \

             \

      37 - - - 21 - 2 - 1 - - - - - 0 - 2

              /                   /

        3 - 4                   /

                              /

        22 - - - 26 - 27 - 36

                          /

            24 - - - - 23

                      /

           25 - - - /

           28 - - /

           29 - /

           31 /                          <---- WAY

           33

_________________________________________________________

Note: Other tables show workflow in database form and a

whole hour work summary by task.  (Above consistent with

decision tree and time-line nomenclature.  Above opposite

PERT/CPM and HOW/WHY nomenclature.)

      Integration of dissertation worknet. This

dissertation has an organized structure - the figure which

began part 3 now becomes subject to the Theory W worknet

form, and subject to integration with time management and

 

strategy structure views.



 

 

 

 

 

Individual                                      Theory W 664

 

Table 96a - Dissertation tasks 

____________________________________________________________

 

           attain     good            feelings

           actualize  balanced        growth

           provide    good            eustress

           challenge  self            others

           relate     cooperative     individuals

           spend      timed           encouragement

           respect    individual      business

           maintain   self            existence

           author     phd             dissertation

           quantify   administration  strategy

           document   individual      experience

           document   education       experience

           document   business        experience

           provide    3-sided         pyramid

           identify   24 hour daily   work

           formulate  Theory W        hypothesis

           illuminate organization    propositions

           document   scholarly       process

           clarify    theory          construction

           identify   organization    theories

           research   organization    structures

           delimit    wisdom          key words

           style      electronic      writing

           research   writing         wisdom

____________________________________________________________

Note: Based on the part 2 dissertation structure review.

      The above project can now be integrated with the time

 

tracking detail which follows.

 

Table 96b - Time tracking 

____________________________________________________________

 

WAY Verb      Descriptor Noun       WHY U_M_T_W_R_F_A_ w49

___ _________ __________ __________ ___ ______________ ___

 

21  DREAM     effective  bodyMIND   37  9 109           68

37  pursue    enjoyable  PHYSICAL   30  3   3           22

30  AMBIENCE  selfEtAl   assetsME   32  7 7 2           35

32  ENTHUSE   others'    selvesWE   22  1 5             16

22  pursue    current    ARTdance   26                   4

26  write     SCHOLAR    Theory W   35  4 2 1           21

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                                 Theory W 665

____________________________________________________________

 

35  serve     EXPANDed   workJob    30                   2

04  measure   total      LIFETIME   03  24242424242424 168

03  measure   personal   PRODUCTION 30  1514    161616  60

37  achieve   longlife   LBs PILLs      020101         202

04  CLEAR     week50     CONCERNS       10M_12W_14F_16

26  WRITE     daily      pages              *

32  call      5-5:30     chris                  *

37  BIKEwalk  myJoy      contemplat             *

30  probe     honda      cruise                 *

30  probe     honda      wiper                  *

26  PRINT     weekly     pages                      *

22  commune   BRIDGE     code                     *

22  play      crosswords KEYBOARD           *

04  CLEAR     week51     CONCERNS       17M_19W_21F_23

32  gene      may        football       *

32  visit     chris      TRAVEL     32    * *           24

32  PARENT    chris      child      32          * *

04  CLEAR     week52     CONCERNS       24M_26W_28F_30

04  CLEAR     week01     CONCERNS       31M_02W_04F_06

26  report    951112.ku  tome           *

32  PARENT    chris      child                * * * *

04  CLEAR     week02     CONCERNS       07M_09W_11F_13

32  PARENT    chris      child          *

32  visit     chris      TRAVEL           * *

30  restore   umkc       TEETH                *

04  CLEAR     week03     CONCERNS       14M_16W_18F_20

04  CLEAR     week04     CONCERNS       21M_23W_25F_27

32  SERVICE   church     socials                *

32  85        010396     mom

30  aaa       3/96       towing

32  85        05  96     mom'sDay

32  31        062396 64  sue

32  8         062596     lisa

32  33        070996 62  lisa

30  license   083196     honda

32  27        101496 69  chris

32  49        102996     carol

30  visa      9/97       debit

32  renew     120198     license

35  renew     07/2003    aarp

22  study     BRIDGE     code

22  continue  MINDed     selfSPIRIT

26  library   PAPERS.w   boxes

30  mind      myOWN      acts

30  work      furniture  ASSETS

30  update    HONDA      rust

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                                 Theory W 666

____________________________________________________________

 

30  coop      in/out     CHALLENGE

32  attain    HIdomestic PARTNER

32  id        SOCIAL     MARKET

32  solidify  HOME       base

32  CHURCH    good       feelings

32  FACE      spirited   world

32  meet      myCHOICE   freedom

32  coop      QUALITY    functions

32  COOP      extended   family

35  moveto    TROPICS    location

35  WRITE     peer       article

35  have      ETERNAL    life

35  send      JOBhunt    materials

37  watch     good       SOFTBALL

____________________________________________________________

Note: Week 50 of 1995.

      The resulting merging results in some housekeeping

observations - facilitated by the numerical order database

presentation.  Comments follow.  Note well that the

 

relegated detail does not have a why identification.

 

Table 96c - Timing, dissertation & strategy tasks 

____________________________________________________________

 

WAY Verb      Descriptor Noun       WHY Comment

___ _________ __________ __________ ___ __________________

 

0   better    future     life       2

1   achieve   eternal    life       0

2   enjoy     whole      life       1

3   total     life       time       4   old scenario

03  measure   personal   PRODUCTION 30  1514    161616  60

4   measure   personal   effective% 21  old scenario

04  measure   total      LIFETIME   03  24242424242424 168

04  CLEAR     week50     CONCERNS       detail

04  CLEAR     week51     CONCERNS       detail

04  CLEAR     week52     CONCERNS       detail

04  CLEAR     week01     CONCERNS       detail

04  CLEAR     week02     CONCERNS       detail

04  CLEAR     week03     CONCERNS       detail

04  CLEAR     week04     CONCERNS       detail

05  attain    good       feelings   02

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                                 Theory W 667

____________________________________________________________

 

06  actualize balanced   growth     05

07  provide   good       eustress   05

08  challenge self       others     06

09  relate    cooperate  individual 06

10  spend     timed      encouragem 08

11  respect   individual business   08

12  maintain  self       existence  10

13  author    phd        dissertate 13

14  quantify  admin      strategy   06

15  document  individual experience 14

16  document  education  experience 14

17  document  business   experience 14

18  provide   3-sided    pyramid    14

19  identify  24 hr day  work       10

21  balance   effective  activity   2   old scenario

21  DREAM     effective  bodyMIND   37  9 109           68

22  improve   systematic literacy   26  old scenario

22  pursue    current    ARTdance   26                   4

22  commune   BRIDGE     code           detail

22  play      crosswords KEYBOARD       detail

22  study     BRIDGE     code           detail

22  continue  MINDed     selfSPIRIT     detail

22  style     electronic writing        detail

22  research  writing    wisdom         detail

23  develop   objective  jobexit    36

24  serve     rtn/bm/att committees 23

25  write     benedict   syllabi    23

26  write     theoryw    dissertate 27  old scenario

26  write     SCHOLAR    Theory W   35  4 2 1           21

26  WRITE     daily      pages          detail

26  PRINT     weekly     pages          detail

26  report    951112.ku  tome           detail

26  library   PAPERS.w   boxes          detail

26  formulate Theory W   hypothesis     detail

26  luminate  organ      proposites     detail

26  document  scholarly  process        detail

26  clarify   theory     constructs     detail

26  identify  organ      theories       detail

26  research  organ      structures     detail

26  delimit   wisdom     key words      detail

27  publish   facilitate article    36

28  prep      benedict   lessons    23

29  facility  in-class   learning   23

30  maintain  personal   assets     21  old scenario

30  AMBIENCE  selfEtAl   assetsME   32  7 7 2           35

30  probe     honda      cruise         detail

                                                  continued

____________________________________________________________



 

 

 

 

 

Table continued                                 Theory W 668

____________________________________________________________

 

30  probe     honda      wipers         detail

30  restore   umkc       TEETH          detail

30  aaa       3/96       towing         detail

30  license   083196     honda          detail

30  visa      9/97       debit          detail

30  mind      myOWN      acts           detail

30  work      furniture  ASSETS         detail

30  update    HONDA      rust           detail

30  coop      in/out     CHALLENGE      detail

31  facility  out-class  learning   23

32  cite      effective  relations  21  old scenario

32  ENTHUSE   others'    selvesWE   22  1 5             16

32  call      5-5:30     chris          detail

32  gene      may        football       detail

32  visit     chris      TRAVEL     32  detail

32  PARENT    chris      child      32  detail

32  PARENT    chris      child          detail

32  PARENT    chris      child          detail

32  visit     chris      TRAVEL         detail

32  SERVICE   church     socials        detail

32  85        010396     mom            detail

32  85        05  96     mom'sDay       detail

32  31        062396 64  sue            detail

32  8         062596     lisa           detail

32  33        070996 62  lisa           detail

32  27        101496 69  chris          detail

32  49        102996     carol          detail

32  renew     120198     license        detail

32  attain    HIdomestic PARTNER        detail

32  id        SOCIAL     MARKET         detail

32  solidify  HOME       base           detail

32  CHURCH    good       feelings       detail

32  FACE      spirited   world          detail

32  meet      myCHOICE   freedom        detail

32  coop      QUALITY    functions      detail

32  COOP      extended   family         detail

33  supervise KAS58      workstudys 23

35  read      non-move   job        21  old scenario

35  serve     EXPANDed   workJob    30                   2

35  renew     07/2003    aarp           detail

35  moveto    TROPICS    location       detail

35  WRITE     peer       article        detail

35  have      ETERNAL    life           detail

35  send      JOBhunt    materials      detail

36  answer    chronicle  market     0

37  pursue    enjoyable  exercise   21  old scenario

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                                 Theory W 669

____________________________________________________________

 

37  pursue    enjoyable  PHYSICAL   30  3   3           22

37  achieve   longlife   LBs PILLs      detail

37  BIKEwalk  myJoy      contemplat     detail

37  watch     good       SOFTBALL       detail

____________________________________________________________

Note: As of 9550.

      An attempt at a graphical presentation based directly

on the above proved problematic, both in technique and

substance.  Logic questions arose.  An interim step assisted

the presentation of a more understandable database list.

      Numerical order changed from a straightforward way

sort, to a logic flow sort - each way having a specific why.



 

 

 

 

 

Individual                                      Theory W 670

 

Table 97 - Indent structure 

____________________________________________________________

 

       WAY Verb      Descriptor Noun       WHY    FUNCTIONAL

                                               TOP AUTHORITY

       00  better    future     life       02

      01  achieve   eternal    life       00

EXAMPLE OF INDENTED FLOW       1 >---way1aboveFeedsWay0--> 0

2 >--way2belowFeedsWay1above-> 1

     02  enjoy     whole      life       01

    05  attain    good       feelings   02

   06  actualize balanced   growth     05

   07  provide   good       eustress   05

  08  challenge self       others     06

  09  relate    cooperate  individual 06

 10  spend     timed      encouragem 08

 11  respect   individual business   08

12  maintain  self       existence  10

19  identify  24 hr day  work       10

 14  quantify  admin      strategy   06

13  author    phd        dissertate 14

15  document  individual experience 14

16  document  education  experience 14

17  document  business   experience 14

18  provide   3-sided    pyramid    14

      35  serve     EXPANDed   workJob    02

     26  write     SCHOLAR    Theory W   35

    22  pursue    current    ARTdance   26

   32  ENTHUSE   others'    selvesWE   22

  30  AMBIENCE  selfEtAl   assetsME   32

 37  pursue    enjoyable  PHYSICAL   30

21  DREAM     effective  bodyMIND   37

 03  measure   personal   PRODUCTION 30

04  measure   total      LIFETIME   03

  36  answer    chronicle  market     35

 27  publish   facilitate article    36

 23  develop   objective  jobexit    36

24  serve     rtn/bm/att committees 23

25  write     benedict   syllabi    23

28  prep      benedict   lessons    23

29  facility  in-class   learning   23

31  facility  out-class  learning   23

33  supervise KAS58      workstudys 23

____________________________________________________________

Note: As of 9550.

      Problematic logic flow was more readily resolved with



 

 

 

 

 

Individual                                      Theory W 671

the above format, sorting the items rather than attempting a

non-structured graphical solution.  The following graph

could then be more easily drawn.

      Theory W advocates the elimination of such a graphical

presentation.  They are time consuming, need other tools to

 

solve logic problems, and are apt to become mired.

 

Figure 62 - Non-detail-old structure 

_________________________________________________________

 

 Numbers represent the prior table work tasks.

 

             19        09           02 - 01 - 00 - 02

                \         \       / |

            12 - 10 - 08 - 06 - 05  |

                    /     /   /     |

                 11     /  07       |

                13 - 14             |

               15 - /               |          WHY ---->

             16 - /                 |

           17 - /                   |

             18                     |

                                    |

    21 - 37                         |

            \                      /

   04 - 03 - 30 - 32 - 22 - 26 - 35

                                /

                        27 - 36

                            /

                    24 - 23

                   25 - /

                 28 - /

               29 - /

             31 - /                            <---- WAY

               33

_________________________________________________________

Note: Hopefully, with understanding, this graphical form

would be unnecessary.  The indent version and the basic

numerical sort could serve the purpose of communicating

functional authority.



 

 

 

 

 

Individual                                      Theory W 672

A church experience 

      A new experience one weekend - a new church

attended.106 On second thought, the church was not new,

for their Welcome brochure witnessed their organization from

25 June 1855.  Yet the experience was new to the individual

organization.

 

      What insight into the current FBC organization can

Theory W provide?  The source of insight is the FBC Welcome

brochure.

      The brochure front cover singularily announces the

function, "dedicated to christian service."  This function

changes to the more specific phrase of "serve christian

enterprise," as referenced in the more detailed section of

the Welcome brochure.  The perusal of the brochure

continues.

      Looking at the back cover, entitled Total Church

Program, there are seven activities.  In ranked order, those

activities are -

 

      the church at worship,

      the church at study,

      music,

      ministry to campus students,

      church in fellowship,

      other activities, and

      wider activities.

 

____________________

 

      106 First baptist church [FBC] (1994) Welcome!

Lawrence KS:  An american baptist church.  Pastor Dr.R.Dean

Dixon.  Worship of Sunday 21 August 1994.



 

 

 

 

 

Individual                                      Theory W 673

 

      The functional purposes of those activities are not

entirely clear from the listing.  Yet a personalized list

 

can be constructed.

 

Table 98 - FBC tasks 

____________________________________________________________

 

    Verb       Descriptor     Noun

    __________ ______________ _____________

 

    worship

    study

                              music

    minister   campus         students

                              fellowship

____________________________________________________________

Source: FBC welcome brochure referenced above.

      FBC formal organization. Turning to the brochure's

inside, the staff is introduced - Dr.Dean, Rev.Sandra, Music

director Mark, Organist Dina, Secretary Penny, and Custodian

Dixie.  Of possible interest, the Reverend's title being

Associate Pastor of Leadership Development.  This represents

the formal organization chart of the FBC organization.

      FBC worknet construction. Four pages comprise the FBC

welcome brochure, three of which have been described above.

The final right side inside page, under the pastor's

signature, provides the phrases for what Theory W calls the

functional organization - of which the why-way structure

comprises an introduction.

      A why-way organizational structure builds an

arrangeable listing of what-activity statements.  Each



 

 

 

 

 

Individual                                      Theory W 674

activity statement consists of an action verb, a descriptor,

and a noun object.

      Thus the FBC pastor, using the brochure and

what-activity statements from its narrative, provides the

following FBC church activities in the order of their

introduction.  Several words have been changed as

 

parenthetically noted below.

 

extend family invitation   [pastor presents family interest]

share family worship        [pastor presents family worship]

witness ministry work

serve christian enterprise

attempt friendly congregation

attempt caring congregation

offer wide ministry

reach community people

meet human needs

offer service opportunities

determine member interest

determine member ability          (ability = spiritual gift)

nurture believer fellowship107     (fellowship = Jesus' love)

power holy spirit

live love expression

recognize previous baptism

receive monthly communion    (comm.= Jesus' supper elements)

invite faith confession

invite member transfer  (tran.includes affiliate membership)

 

      The task list now grows.

 

____________________

 

      107 Nurture Believer Fellowship is identified as

"Our Mission."



 

 

 

 

 

Individual                                      Theory W 675

 

Table 99 - FBC tasks 

____________________________________________________________

 

Way Verb       Descriptor     Noun          Why Who Comment

___ __________ ______________ _____________ ___ ___ ________

 

01  worship

02  study

03                            music

04  minister   campus         students

05                            fellowship

06  extend     family         invitation

07  share      family         worship

08  witness    ministry       work

09  serve      christian      enterprise

10  attempt    friendly       congregation

11  attempt    caring         congregation

12  offer      wide           ministry

13  reach      community      people

14  meet       human          needs

15  offer      service        opportunities

16  determine  member         interest

17  determine  member         ability

18  nurture     believer       fellowship

19  power      holy           spirit

20  live       love           expression

21  recognize  previous       baptism

22  receive    monthly        communion

23  invite     faith          confession

24  invite     member         transfer

____________________________________________________________

Source: FBC welcome brochure referenced above.

      An organization of this type provides the opportunity

for a loving individual to extend their family - a condition

that perhaps cannot be shopped for, but rather implies being

invited.  In the job organization context, there must be

shopping in terms of exposure to the marketplace, yet the

turning point comes at the point of invitation for the

interview.  So too with an invitation to attend this church



 

 

 

 

 

Individual                                      Theory W 676

service - chosen exposure to the market and then an

invitation to attend.  Proceeding with the FBC functional

 

organization - refinement and structure.

 

Table 100 - FBC tasks structured 

____________________________________________________________

 

Way Verb       Descriptor     Noun          Why Who Comment

___ __________ ______________ _____________ ___ ___ ________

 

19  power      holy           spirit        14  hlo

02  study                                   19  hlo

14  meet       human          needs         19  hlo

20  live       love           expression    14  hlo

09  serve      christian      enterprise    20  hlo

10  attempt    friendly       congregation  09  hlo

11  attempt    caring         congregation  09  hlo

08  witness    ministry       work          11  hlo

04  minister   campus         students          hlo detail

07  share      family         worship       08  hlo

06  extend     family         invitation        hlo detail

01  worship                                         detail

03                            music                 detail

 

13  reach      community      people        14  hlo

15  fill       service        opportunities 13  hlo

12  offer      wide           ministry          hlo detail

16  determine  member         interest      15  hlo

17  determine  member         ability       15  hlo

 

05                            fellowship            cursory

18  nurture     believer       fellowship        hlo

21  recognize  previous       baptism       18  hlo

22  receive    monthly        communion     18  hlo

23  invite     faith          confession    18  hlo

24  invite     member         transfer      18  hlo

____________________________________________________________

Source: Prior table.

      The above functional analysis of the FBC organization

provides a beginning toward a life-time expenditure

altogether description (LEAD).  The term "life-time

expenditure altogether description" attempts to put a



 

 

 

 

 

Individual                                      Theory W 677

generic handle on the term job-description which exists in

many businesses and educational organizations.  Perhaps

narrative LEADs also exist in the FBC organization.  But are

they scientifically linked to the FBC mission?  Answer -

Theory W provides a practical and scientific way to link

member time expenditures to the mission of the organization.

Benefit?  Answer - Better organization and member

productivity.  For the individual member, their productivity

comes from more output with the organization than input into

the organization's added activities.

      The excess of individual output over input can be seen

as growth.  A type of growth that most likely leads to good

feelings.  Turning to scientific psychology, growth can be

seen to be one of the basic human needs.  According to

Maslow and Alderfer, the basic human needs are existence,

relatedness, and growth.  These needs lead back to the FBC

activity list where the function of Meet Human Needs exists.

But where does the Meet Needs FBC function fit on their

organization hierarchy?

      Restating the activity list with the mission on top,

we begin to structure a hierarchy of functional

activity.108 Activity or act numbers are added, and

scientific task linking accomplished by using precedent

network principles.  For example, one serves christian

enterprise to live the love expression, and then one loves



 

 

 

 

 

Individual                                      Theory W 678

in order to power the holy spirit which resides within that

 

one individual.

      Three of the organization functions have "jumped

ahead" of the stated FBC mission.  The rational argument for

not having the FBC stated mission "on top" is that FBC has

no monopoly on supporting the functions of holy spirit

empowerment, living love expression, and serving the

christian enterprise.  Sub-argument number one is that any

corporate church serves the Holy Spirit God which is within

each individual.  Sub-argument number two is that Jesus

instigated a common church, away from the then current

corporate church - the common church members met in their

own homes until corporate churches were created to assist

the empowerment of the individual's wholly spirit.

Sub-argument number three is that the corporate church

enterprise can be seen to be an end in itself, crucifying,

or stated more mildly, sacrificing members for the good of

the enterprise in general, and specifically for the good of

those wiser in the understanding of their individual wholly

 

____________________

 

      108 In an attempt to ease the physical and mental

vision of structuring, the descriptor was temporarily

eliminated.  A "train" of tasks from left to right was to be

used to order or structure the list of tasks, but with

descriptor eliminated, accuracy was compromised.  For

example, the task to serve enterprise becomes very different

from the task to serve christian enterprise.  Thus a one

task at a time ranking procedure was used.



 

 

 

 

 

Individual                                      Theory W 679

spirit, love expression, and individual enterprise.  This

sub-argument three would subserviate spirit empowerment and

love expression "under" the service of christian enterprise.

Does Jesus' wisdom have something to say to the individual

about this?

      The FBC expert worker. From the bible, one can come

to witness Jesus' love of the individual spirit - among many

other points of focus for living life.  Self-proclaimed

corporate churches in the name of Jesus, Christ, or Lord,

can be seen as consciously, mistakenly, or subconsciously

subverting the individual spirit to which Jesus pointed.

The bible may be seen as shedding insight into this spirit

which Jesus may have attempted to reinvent - that individual

wholly spirit, as in the premise that God the Holy Spirit is

within every human individual.  Some identify with that

unique condition of the individual, others do not.  Many

refer to that unique condition as their soul or special

imprint "given by God."

      With the specialness of the individual established,

Theory W stamps that condition as being that of an expert

worker.  In the case of the individual's own organization,

with human need fulfillment and good feelings experience

being the "top" function of each individual, their needs and

feelings must have priority so that the organizations which

use their membership can attain maximum benefit.  What then,



 

 

 

 

 

Individual                                      Theory W 680

is this internal spirit which optimizes individual

performance?

      The word spirit can be seen as a biblical term, or in

other words, a term used in the communication of historical

wisdom.  Bible exploration, as a several thousand year

survivor of human use, can seem to be tangential, or in an

extreme view, non-scientific.  Yet, just because wisdom

predates science, a connection should not be discounted and

discarded as a matter of "fact."  Thus Theory W, within this

FBC case, pulls in a study of the biblical word spirit,

hoping to tie wisdom into the functional organization of

religious enterprise, and the functional organization of the

individual.

      Using the FBC worknet. Would the individual of this

new experience, join the FBC organization?  Answers - If the

worship, study, music, ministry, or fellowship instills a

feeling of rejoicing or joy, "Yes."  If this individual had

a soul mate which chose FBC membership, "Yes," in the name

of close fellowship.  If this individual would make a

singular decision based on singularly chosen

life-activities, "No."

      The continuum between "Yes," and "No," can be

evidenced by the independence of an individual, a couple, or

a family - or by how dependent they are.  Psychological

dependence brings bad feelings, while sharing independence



 

 

 

 

 

Individual                                      Theory W 681

with commitment brings good feelings.

      An example of independence can be seen as the choice

between rejoicing at FBC Worship versus providing example

and tutoring to American Indian youth at Independence

Methodist Church - because the individual choosing between

these two activities most needs contact with youth to

fulfill family relatedness needs.

      This particular experience of FBC Worship was said to

be rejoicement per the introduction provided by the

Associate Pastor.  Then throughout the service, the

religious idea of the Trinity God was apparent - examples

are "three in one" in the Anthem of "Come take the body,"

and "praise Father, Son, and Holy Ghost" in the Doxology

hymn number 611.  The themes of rejoice, rejoy, and joy fit

nicely with expert worker rankings.  Also, the progression

of being fathered, having sacrificed, and going on to a

wholly spirit fits nicely with the table of expert worker

rankings.

      The FBC tasks can be integrated into the expert worker

 

job description or LEAD.



 

 

 

 

 

Individual                                      Theory W 682

 

Table 101 - FBC tasks integrated 

____________________________________________________________

 

Way Verb       Descriptor     Noun          Why Who Comment

___ __________ ______________ _____________ ___ ___ ________

 

       WAY Verb      Descriptor Noun       WHY

       00  better    future     life       02

      01  achieve   eternal    life       00

     02  enjoy     whole      life       01

    05  attain    good       feelings   02

   06  actualize balanced   growth     05

   07  provide   good       eustress   05

  08  challenge self       others     06

  08  study

  08  serve     christian  enterprise

  08  attempt   friendly   congregation

  08  attempt   caring     congregation

  08  witness   ministry   work

  08  minister  campus     students

  08  share     family     worship

  08  extend    family     invitation

  08  worship

  08  reach     community  people

  08  fill      service    opportunit

  08  offer     wide       ministry

  08  determine member     interest

  08  determine member     ability

  08                       fellowship

  08  nurture    believer   fellowship

  08  recognize previous   baptiSave

  08  receive   monthly    communion

  08  invite    faith      confession

  08  invite    member     transfer

  09  relate    cooperate  individual 06

 10  spend     timed      encouragem

 10  power     wholy      spirit     08

 10  meet      human      needs

 10  live      love       expression

 10                       music

 11  respect   individual business   08

12  maintain  self       existence  10

19  identify  24 hr day  work       10

 14  quantify  admin      strategy   06

13  author    phd        dissertate 14

15  document  individual experience 14

16  document  education  experience 14

17  document  business   experience 14

18  provide   3-sided    pyramid    14



 

 

 

 

 

Individual                                      Theory W 683

 

      35  serve     EXPANDed   workJob    02

     26  write     SCHOLAR    Theory W   35

    22  pursue    current    ARTdance   26

   32  ENTHUSE   others'    selvesWE   22

  30  AMBIENCE  selfEtAl   assetsME   32

 37  pursue    enjoyable  PHYSICAL   30

21  DREAM     effective  bodyMIND   37

 03  measure   personal   PRODUCTION 30

04  measure   total      LIFETIME   03

  36  answer    chronicle  market     35

 27  publish   facilitate article    36

 23  develop   objective  jobInOut   36

24  serve     rtn/bm/att committees 23

25  write     benedict   syllabi    23

28  prep      benedict   lessons    23

29  facility  in-class   learning   23

31  facility  out-class  learning   23

33  supervise KAS58      workstudys 23

____________________________________________________________

Source: Prior tables.  Note: The "duplicate" task number

(see 10) with the way  signifying the main integrated

thought has worked well, inspiration being encouragement,

motivation, whimsy, and incitement.

      FBC post-mortum. The new experiencer says, "Live

 

happily ever after...."  as a functional organization.

 

Functional bible summary 

      A particular Church's CatechismÆ109æ begins by

defining God as "a Spirit."  Does this mean that the God

Spirit can be linked to a functional human spirit?  What

 

does the bible say about spirit, Spirit, and Holy Spirit?

 

      Someone has said that the Holy Spirit is the unknown

   person of the Trinity.  It is probably true that all too

   frequently when Protestants recite that portion of the

 

____________________

 

      109 E.Brubaker (1994) A catechism of the christian

faith.  Prairie Village KS: Village Presbyterian Church.

Based upon the Bibical and Reformed (Presbyterian) Heritage.



 

 

 

 

 

Individual                                      Theory W 684

 

   creed, "I believe in the Holy Spirit," they thereby

   exhaust their knowledge and vocabulary concerning the

   Spirit. (110 5)

      Personally, the spirit of Jesus has always told about

the Holy Spirit.  Unfortunately we speak of these two as if

separate.  For if Jesus internalized the Holy Spirit, was

not His life that of the Holy Spirit?  If Jesus died for

sins, why does religion pigeon-hole members as sinners who

need saving every week?  Certainly a life-long dis-spiriting

activity.

      Looking back on parochial and public schooling,

students seem to always search for encouragement in living

their wholly-spirit instead of being mighty or crucifying

 

the self.

 

      I kept searching to keep my religion tied to

   scientific psychology, not diametrically in opposition.

   I kept being open, challenging my self.  The Powell

   definition of love stood me in good stead and still

   serves well, although it is but one of many life-models.

      My travels have taken me into several churches - each

   with some very pleasing attributes.

 

      Out of all this comes a focus on the spirit.

 

      All God does in man He does by the Spirit.  He is God

   at work in the inner recesses of human personality.

      Through the gift of the Holy Spirit in Pentecostal

   fullness the heart of the Christian believer is made pure

   from sin and perfect in love.  The surest safeguard

   against...threat is complete openness to the Spirit.

   (110 9)

 

____________________

 

      110 W.M.Greathouse (1958) The fullness of the

spirit.  Kansas City MO:  Beacon Hill.  Preface page 5 by

S.Young.  Book provided by the Nazarene Church.



 

 

 

 

 

Individual                                      Theory W 685

      Can this openness to a seemingly external Spirit be

turned humanly inward as an openness to one's own human

 

spirit?  From the dictionary, spirit is -

 

*  1  : the breath of life,

   2a : a supernatural being,

   2b : a supernatural, incorporeal, rational being or

        personality,

   2c : a supernatural being held to be able to enter

        into and possess a person,

*  3a : the active essence of the Diety serving as the

        invisible and life-giving or inspiring power

        in motion,

   3b : one manifestation of the divine nature,

*  4a : SOUL,

   4b : a disembodied soul existing as an independent

        entity,

   5a : temper or disposition of mind, MOOD,

*  5b : mental vigor or animation,

        CHEERFULNESS, LIVELINESS, VIVACITY,

   6  : the immaterial intelligent or sentient part of

        a person,

   7a : the activating or essential principle of

        something,

   7b : an inclination, impulse, or tendency of a

        specified kind,

*  9  : life or consciousness having an independent

        type of existence,

*  11 : bodily constitution that is the source of

        energy and strength,

   14a: a special attitude or frame of mind

        characterizing an individual or group,

   14b: the frame of mind, feeling or disposition

        characterizing something,

*  15a: a lively or brisk quality in something,

*  15b: stimulated or high characteristics

        (as liveliness, energy, vicacity, ardor,

                                 enthusiasm, or courage)

        in a person or his actions,

   16 : an individual person considered with reference

        to characteristics of mind or temper,

*  17 : a mental disposition characterized by firm-

        ness or assertiveness, ARDOR, COURAGE, METTLE,

____________________

•​The author's emphasis for his life.



 

 

 

 

 

Individual                                      Theory W 686

 

   20a: the essential character of something,

   20b: the prevailing tone or tendency,

   20c: the general intent or real meaning of something,

*  23 : enthusiastic loyality,

   25 : Christian Science God,

 

   in spirits

      : in a cheerful or joyful frame of mind,

*  2  : to infuse with energy, ardor, or life,

        ANIMATE, ENCOURAGE, INSPIRIT, STIMULATE,

   4a : to carry off, make away with, or remove

        rapidly and secretly or mysteriously,

   4b : to convey to a destination in a secret or

        mysterious way,

   4c : to abduct or cause to disappear mysteriously. (111 sv)

      From Harv's case-study, and from the above starring,

the fullness of his resume and personal life indicates

"breath" - he has and will continue to live perfect days by

discarding the Diety of Perfection and Contingency.  He

asks, "What's next, why, and with whom?"  Harv promotes the

active essence of life as internalizing the Holy Spirit,

making himself a wholly spirit - he seeks to make that

special imprint or soul of his, known to others, in ways

which present mental vigor, animation, cheerfulness,

liveliness, vivacity, independence for the parties, a bodily

constitution that is a source of energy and strength,

briskness, ardor, enthusiasm, courage, firmness,

assertiveness, mettle, loyality, and joyfulness.  Now we

switch from the dictionary of our culture to some bible

 

____________________

 

      111 P.B.Grove, et.al.eds. (1961) Webster's third new

international dictionary of the english language unabridged.

Springfield MA: Merriam.



 

 

 

 

 

Individual                                      Theory W 687

study.

      We enter and move through the bible by using a

concordance.  The words spirit, spirits, spiritual, and

spiritually provide approximately 690 occurances for

 

paraphrasing and common groupings.112

      A sentence-structure summary of the categories

follows.  The order represents the sequence of how a new

category came to be when the next passage paraphrase

 

didn't seem to fit the previous categories.

 

Table 102 - The expert worker's spirit 

____________________________________________________________

 

Humans know the joys of traveling and movement.

The essence of human life is spirit.

The spirit resides in all levels of human condition.

The spirit of God is meant to be within each individual.

The human spirit grows from past and present generations.

The spirit is meant to represent individualism - choice.

Mend a broken spirit first then the individual can listen.

From an internalized spirit comes favorable attributes.

Another's spirit may not look after your spirit.

Spirited individuals have whollistic vision for their future.

Spirited people are open, work hard, talk, and write.

Spirited individuals are restless.

____________________________________________________________

Source: 690 bible occurances of the root word spirit.

      The paraphrase and categorization are highly

personalized, reflecting how the categorizer sees their

world and how they have taken the concepts of scientific

 

____________________

 

      112 H.L.Otto (1995) Spirit commandments: A

replacement theology for self re-creation.  Prairie Village

KS:  The Village Presbyterian (USA) Church.



 

 

 

 

 

Individual                                      Theory W 688

case-study, life-time in whole-hours, spirited life, God,

and spirit references in the Bible to enhance their way in

life.

      Can those sentences of wisdom summary be condensed

further and integrated with the concepts of Jesus' love and

scientific psychology's statistically significant basic

human needs?

      The titles of the category tables reflect the attempt

to provide functional expression for the categories.

Functions are expressed in verb-descriptor-noun format.  The

table titles follow and are in the same order as the

 

sentence renditions.

 

Table 103 - Functions of the expert worker 

____________________________________________________________

 

    Verb       Descriptor     Noun

    __________ ______________ _____________

 

1   experience adventure      joy

2   recognize  spirit         essence

3   recognize  learning       availability

4   recognize  god's          residence

5   recognize  growth         support

6   present    spirited       choices

7   set        mending        priority

8   recognize  favorable      attributes

9   scrutinize other's        motives

10  envision   whole          future

11  effectuate work           character

12  lead       unconstrained  spirit

____________________________________________________________

Note: Verb-descriptor-noun phrases interpret the twelve

category sentences which summarized the approximately 690

occurances of the root word spirit in the bible - several

versions were used.



 

 

 

 

 

Individual                                      Theory W 689

      Now this functional summary of bible spirit can be

combined with another functional summary from the front

 

materials of this dissertation.

 

Table 104 - Tasks of different life philosophies 

___________________________________________________________

 

Religious love          Basic needs Chosen life philosophy

_______________________ ___________ ______________________

 

challenge               growth      growth

time and encouragement  relatedness challenge

respect                 existence   relatedness

                                    time and encouragement

                                    respect

                                    existence

___________________________________________________________

Note: Integration of tables 2 and 3 from pages 17 and 19.

Life-task items are stated in hierarchical order.  Jesus'

love as interpreted by the writings of John Powell,S.J.

Basis human needs deemed statistically significant from

Alderfer's experiments.

      Granted, the above table reflects the choice of one

individual - however, the choices base upon considered

wisdom commentary, and statistical significant science.  Can

the Chosen Life Philosophy column reconcile with Bible

Spirit of the expert worker?  The following attempts a

 

reconciliation.



 

 

 

 

 

Individual                                      Theory W 690

 

Table 105 - Ranked expert worker functions 

____________________________________________________________

 

What                                      Why

________________________________________  ___

 

   Act description

__ _____________________________________

 

   experience adventure     joy           growth

   envision   whole         future        growth

   present    spirited      choices       challenge

   lead       unconstrained spirit        challenge

   scrutinize other's       motives       challenge

   recognize  spirit        essence       challenge

   recognize  growth        support       relatedness

   effectuate work          character     relatedness

   recognize  favorable     attributes    relatedness

   recognize  learning      availability  relatedness

   set        mending       priority      encouragement

   recognize  god's         residence     respect

____________________________________________________________

 Source: Above tables.

      The above can be seen to be the bible-wisdom actions

of the expert worker, which define that individual's

life-philosophy, and in turn, the optimization of an

individual's life-performance.

 

      Further integration follows.



 

 

 

 

 

Individual                                      Theory W 691

 

Table 106 - Bible spirit and life philosophy 

___________________________________________________________

 

Way Verb       Descriptor     Noun          Why Table Whrs

___ __________ ______________ _____________ ___ _____ ____

 

06  actualize                 growth        05  philoa

02  experience adventure      joy           01  1b

08  exchange                  challenge     06  philo

10  lead       unconstrained  spirit        08  12

08  present    spirited       choices       06  6

09  solidify                  relatedness   06  philo

10  effectuate work           character     08  11

08  recognize  favorable      attributes    06  8

10  exchange   timed          encouragement 08  philo

08  scrutinize other's        motives       06  9

07  envision   whole          future            10

11  recognize                 respect       08  philo

12  set        mending        priority      10  7

09  recognize  growth         support       06  5

09  recognize  learning       availability  06  3

09  recognize  spirit's       residence     06  4

12  recognize  spirit         essence       10  2

30  provide                   existence     32  philo

___________________________________________________________

Note: Integration of above tables - philo and original order

of the functional bible summary.  Life-task items are stated

in hierarchical order.

      a Philo table items come from two perspectives.

Jesus' love as interpreted by the writings of John

Powell,S.J.  Basic human needs deemed statistically

significant from Alderfer's experiments.

      b Table 1-12 items come from the sorting of 690

bible occurances of the root word spirit, trying to get at

"god the spirit" different from "god the father" formal

organization and the "crucified love" life models.



 

 

 

 

 

Individual                                      Theory W 692

 

Table 107 - Spirit philosophy & whole-hour life-tasks 

___________________________________________________________

 

Way Verb       Descriptor     Noun          Why Table Whrs

___ __________ ______________ _____________ ___ _____ ____

 

    actualize                 growth            philo

35  serve in   someone's      job                     yes

26  write      Theory W       dissertation            yes

22  pursue     current        writing(art)            yes

32  relate to  others'        selves                  yes

    exchange                  challenge         philo

    solidify                  relatedness       philo

    recognize  growth         support           5

    recognize  favorable      attributes        8

    envision   whollistic     future            10

    recognize                 respect           philo

    scrutinize other's        motives           9

    exchange   timed          encouragement     philo

    lead       unconstrained  spirit            12

32  relate to  my             self                    yes

    present    spirited       choices           6

    effectuate work           character         11

    recognize  learning       availability      3

04  measure    personal       production              yes

03  measure    total          lifetime                yes

30  maintain   daily          assets                  yes

    experience adventure      joy               1

37  pursue     enjoyable      exercise                yes

21  maintain   effective      body/mind               yes

    set        mending        priority          7

    recognize  spirit's       residence         4

    recognize  spirit         essence           2

    provide                   existence         philo

___________________________________________________________

Note: Life-task items are stated in hierarchical order.

Jesus' love as interpreted by the writings of John

Powell,S.J.  Basis human needs deemed statistically

significant from Alderfer's experiments.

      This last reconciliation to the elements of Harv's

life-time has changed the rank of many items.  For example,

the bible-task of "experience adventure joy," ranked with

growth in the life-philosophy integration, moves down to a



 

 

 

 

 

Individual                                      Theory W 693

more basic human need position when integrating with the

timed life-tasks.

      "Present spirited choices" similarly moves down to a

more basic human need position.

      "Lead unconstrained spirit" moves into a position of

direct input to "exchanging timed encouragement," which

means that the love aspect of encouragement takes time and

thus time should be taken.

      "Envisioning of whollistic future" now places after

the "scrutiny of other's motives."  Another's motives can

now be built into the whole of the individual's future.

      "Recognition of growth support" moves to a higher

level, recognizing its relative independence from other's

respect versus a more direct dependence on self respect, and

of course, direct dependence on rational argument versus

political compromise.

      With functional organization, Harv should be able to,

for example, better "scrutinize other's motives" by

reviewing his paraphrases.  Two paraphrases come forward for

 

application to Harv's current work-life.

 

   Jer 51. 1   destroyer spirits (wind) will stir up

   Lk   9.55   Jesus left unclean spirits be

      A current application comes to mind.  Harv's mother

has become particularily disspirited in a recent letter -

"Harvey, I found myself struggling to survive your abuse



 

 

 

 

 

Individual                                      Theory W 694

again - feeling much better with Dr's help - I want you to

stop it - showing off, in presence of other people.  Or we

have to stay away from each other.  My tired heart can't

take that abuse."  To be continued?  Not if Harv avoids that

dis-spiriting attitude.

      Honoring or respecting others' wishes can easily be

the message of a particular commentary - bible or not.  So

too can there be commentaries on the Holy Spirit.  The

Greathouse commentary was previously referenced.  That

author "has found time for a writing ministry of books and

articles contributing to the literature of Wesleyan

Arminianism."Æ(110 back cover)æ In both of these examples

there's vested interest at work - working against the

functionality of the individual.  Again, formal authority

attempts to replace functional authority.  Quite the

opposite, Harv believes in formal authority serving

functional authority.

      The Wesleyan Arminian author and his book on the

fullness of the spirit referenced only 20% of the bible

references on the spirit - hardly a book with breadth or

fullness, although it carries that word in its title.  Harv

judges the book 80% incomplete when compared with the

available bible wisdom rooted in the word spirit.

      So what?  What's next?  Does it matter?  The answers

to these questions touch on the truth of an individual's



 

 

 

 

 

Individual                                      Theory W 695

life and the life-creativity which the individual evidences.

For the encouragement of all, the bible tells that the

spirit avails to all stations in life.  And with mending,

and adventure joy, an individual can effectuate a spirited

work character, so that spirited choices, can be presented

to others.  And that one can provide leadership for an

unconstrained spirit in cooperation.  With only a certain

number of life-hours remaining, one should seriously get

about the work of exchanging encouragement in cooperation,

recognizing respect where you find it, especially one's

self-respect.  This actualizes in a context of

whollistically envisioning one's future-life - not to be

confused with life after physical death.  Thus we cooperate

in a social world, recognizing favorable attributes, and the

support for further growth.

      Then with Harv's growth until his physical death, he

says, "I am church!"  And what about Corporate Church?  It

facilitates functional spirit, and can thereby be judged.

"Of use?"  If "Yes," participate.  If "No," challenge, and

look elsewhere.

 

      A further unifying integration develops.



 

 

 

 

 

Individual                                      Theory W 696

 

Table 108 - FBC tasks integrated 

____________________________________________________________

 

Way Verb       Descriptor     Noun          Why Who Comment

___ __________ ______________ _____________ ___ ___ ________

 

00  better    future     life       02

      01  achieve   eternal    life       00

     02  enjoy     whole      life       01

     02  experienc adventure  joy

    05  attain    good       feelings   02

   06  actualize balanced   growth     05

   06  actualize            growth

   07  provide   good       eustress   05

   07  envision  whollistic future

  08  challenge self       others     06

  08  present   spirited   choices

  08  scrutiny  other's    motives

  08  recognize favorable  attributes

  08  exchange             challenge

  08  study

  08  serve     christian  enterprise

  08  attempt   friendly   congregation

  08  attempt   caring     congregation

  08  witness   ministry   work

  08  minister  campus     students

  08  share     family     worship

  08  extend    family     invitation

  08  worship

  08  reach     community  people

  08  fill      service    opportunit

  08  offer     wide       ministry

  08  determine member     interest

  08  determine member     ability

  08                       fellowship

  08  nurture    believer   fellowship

  08  recognize previous   baptiSave

  08  receive   monthly    communion

  08  invite    faith      confession

  08  invite    member     transfer

  09  relate    cooperate  individual 06

  09  solidify             relatedness

  09  recognize growth     support

  09  recognize learning   availabilit

  09  recognize spirit's   residence

                                                   continued

____________________________________________________________



 

 

 

 

 

Table continued                                 Theory W 697 

____________________________________________________________

 

 WAY Verb      Descriptor Noun       WHY

 10  spend     timed      encouragem 08

 10  effect    work       character

 10  lead      unconstrai spirit

 10  power     wholy      spirit

 10  exchange  timed      encourageme

 10  meet      human      needs

 10  live      love       expression

 10                       music

 11  respect   individual business   08

 11  recognize            respect

12  maintain  self       existence  10

12  set       mending    priority

12  recognize spirit     essence

19  identify  24 hr day  work       10

 14  quantify  admin      strategy   06

13  author    phd        dissertate 14

15  document  individual experience 14

16  document  education  experience 14

17  document  business   experience 14

18  provide   3-sided    pyramid    14

      35  serve     EXPANDed   workJob    02

      35  serve in  someone's  job

     26  write     SCHOLAR    Theory W   35

     26  write     Theory W   dissertatio

    22  pursue    current    ARTdance   26

    22  pursue    current    writing(art

   32  ENTHUSE   others'    selvesWE   22

   32  relate to others'    selves

   32  relateTo  my         self

  30  AMBIENCE  selfEtAl   assetsME   32

  30  maintain  daily      assets

  30  provide              existence

 37  pursue    enjoyable  PHYSICAL   30

 37  pursue    enjoyable  exercise

21  DREAM     effective  bodyMIND   37

21  maintain  effective  body/mind

 03  measure   personal   PRODUCTION 30

 03  measure   total      lifetime

04  measure   total      LIFETIME   03

04  measure   personal   production

  36  answer    chronicle  market     35

 27  publish   facilitate article    36

 23  develop   objective  jobInOut   36

24  serve     rtn/bm/att committees 23

25  write     benedict   syllabi    23

28  prep      benedict   lessons    23

                                                   continued

____________________________________________________________



 

 

 

 

 

 

Table continued                                 Theory W 698 

____________________________________________________________

 

WAY Verb      Descriptor Noun       WHY

29  facility  in-class   learning   23

31  facility  out-class  learning   23

33  supervise KAS58      workstudys 23

___________________________________________________________

Source: Prior tables.  Note: The Theory W feature of worthy

tasks, however duplicative, works again.

      The above example can also be integrated with one's

life philosophy, similar to a preceeding development

 

exercise.

 

Table 109 - Bible spirit and life philosophy 

___________________________________________________________

 

Way Verb       Descriptor     Noun          Why Table Whrs

___ __________ ______________ _____________ ___ _____ ____

 

      02  experience adventure      joy           01  1 no

     05  attain    good       feelings   02             no

    06  actualize                 growth      05  philo no

    07  envision   whole          future      05  10    no

   08  exchange                  challenge    06  philo no

   08  present    spirited       choices      06  6     no

   08  recognize  favorable      attributes   06  8     no

   08  scrutinize other's        motives      06  9     no

   09  solidify                  relatedness  06  philo no

   09  recognize  growth         support      06  5     no

   09  recognize  learning       availability 06  3     no

   09  recognize  spirit's       residence    06  4     no

  10  lead       unconstrained  spirit        08  12    no

  10  effectuate work           character     08  11    no

  10  exchange   timed          encouragement 08  philo no

  11  recognize                 respect       08  philo no

 12  set        mending        priority      10  7      no

 12  recognize  spirit         essence       10  2      no

    35  serve     EXPANDed   workJob    02             yes

   26  write     SCHOLAR    Theory W   35              yes

  22  pursue    current    ARTdance   26               yes

 32  ENTHUSE   others'    selvesWE   22                yes

30  provide                   existence     32  philo  yes

___________________________________________________________

Note: Check of functional priority.



 

 

 

 

 

Individual                                      Theory W 699

Other individual organizations 

      Outline lead. In the process of writing this

dissertation, the use of a leading outline became a

necessity.  The outline was integrated with print commands

thus insuring the integrity of the outline in the sense of

both validity and reliability.

      Only through the combining of the dissertation writing

project with the project of learning to write electronically

has the outline become a lead as opposed to merely

representing a table of contents.  The lead perspective has

an impact on how an individual can be organized - different

from the way an individual is organized using time as a

proof of validity.

      Because of the difficulty of accepting an outline for

one's life, the start of the argument to do so begins with

what the individual actually does with their time.  If one

does not know the tasks and time of actual activities, the

probability of successfully changing tasks, internally or

externally, remains remote.  For example, if a person does

not have the time and is not willing to cut quality or

quantity hours from existing tasks, new tasks taken on will

likely have time problems of quantity and quality.

 

      Beginning then, with an actual condition.



 

 

 

 

 

Individual                                      Theory W 700

 

Table 102 - Scheduled actions for the week 

____________________________________________________________

 

Act number                             Day of the week

__                                     ____________________

 

   Task description of the action      U  M  T  W  R  F  A

   ___________________________________ __ __ __ __ __ __ __

 

21 6am/daily  writing     (re)start    mu mu

21 relax      non-commVCR TV           mu

35 KAS        two         jobs         mu

35 mail       Atchison    jobreport    mu

30 maintain   file        security        mu

32 bridge     1022m7pm    Sellers'        mu

32 visit      carclean    Topeka       mu    mu       mu mu

32 45         102390      Jan                mu

37 dance      7:30pm      lessons            mu

30 report     101590      CMA                   mu

37 dance      7pm         lessons               mu

30 wash/buy   clothes/bed items                    mu

____________________________________________________________

Note: Whole hours expended by task are shown in the next

table.

      Here we see the split between a schedule and the

accounting for worktime.  Schedule and worktime are

different yet must be integrated - like two facets look at

 

the same jewel.



 

 

 

 

 

Individual                                      Theory W 701

 

Table 103 - An individual's task hours 

____________________________________________________________

 

Act number                              Quarters

__                                      ___________________

                            Most recent

   Task description         prior weeks 1990           1989

   ________________________ ___________ ______________ ____

 

   Action verb Noun object  1  2  3  3rd  2nd  1st  3rd

   ___________ ____________ ___ ___ ___ ____ ____ ____ ____

 

21 balance     activity      80  89  76  986  862 1123 1738

32 cite        relations     36  21  35  668  588  232    1

22 improve     literacy      25   8  14  144    2    1   21

37 pursue      exercise      15  13  25  107   82

30 maintain    assets         6  13  13  128   80   61    3

35 read        job            3   3   3   14  124

26 write       dissertation   2  15      118   35  119   36

31 facilitate  learning       1   6   2    1   55  138   45

36 answer      market                     18   90   18

23 develop     jobexit                         46  131   67

28 prep        lessons                         84  143  157

27 publish     article                         76   35

29 facilitate  learning                        58  137   46

33 supervise   workstudys                       2   14    6

24 serve       committees                           22   16

25 write       syllabi                              10   48

3  total       time         168 168 168 2184 2184 2184 2184

4  measure     effective%    31  35  34   24   34   38   20

____________________________________________________________

Note: Strategic organization of tasks is shown in another

table.

      From a valid life-task view like the above -

scientific if you will - one can take the life acts and

build some sense of a strategic individual organization.

The integration of a chosen life strategy has great

potential for conflict since many member organizations do

not envision the individual as a strategic entity - strategy

existing only as the aim of the member organization.  Under



 

 

 

 

 

Individual                                      Theory W 702

Theory W, however, the individual asks why and thusly, among

many other reasons, qualifies as an organization capable of

strategy.  Like an English outline lead.

      The alternatives of life organization are many, and in

addition to these many voices (or non-voicings), there are

many philosophic voices - heard loudly, if not logical or

rational.  What then are some avenues (ways) to explore

these voices?

      Problematic wisdom communication. Connell (104 i)

concludes that, "At the very least philosophy appears to

have experienced a malaise for some time and seems to have

lost confidence in what it is doing."  The same could well

refer to an aspiring PhD candidate who has struggled with

their dissertation project for years.

      Yet Connell introduces Rorty's view as hard to deny -

 

but with a contention.

 

      Philosophy has failed in the purpose it proposed for

   itself when it set out to engage in systematic

   investigations of what we know, and that as a consequence

   it must come to understand that its true function is to

   improve human conversation.  A philosopher, he [Rorty]

   thinks, is a sort of professional "needle" who must

   criticize society's prevailing wisdom with a view to

   seeing whether it all hangs together.  (104 i)

      This dissertation hangs many things together - perhaps

too many.  Yet it does have limits.  The delimitor simply

stated as functional organization.  The number of hangers

are pursued to push Theory W into as many administrative



 

 

 

 

 

Individual                                      Theory W 703

organizational settings as provided by the author's jobs and

careers - an argument toward universality.

      Theory W recognizes the whole of the human race as an

organization.  Philosophy also sees the universe, the whole,

and the administrative functional organization - the delimit

 

of this dissertation - in a specific light.

 

      The most common, minimal description we can give of

   the universe is that it is a collection of natural things

   taken as a whole; consequently when viewed as a

   unit-whole, it too is a thing.  Whole, of course, implies

   parts.  (104 9)

      Philosophy thus supports the idea of being a

unit-whole and a part of a whole.

      The study of the organized human race falls to the

sociologist not to the administrator.  The administrator

concerns a smaller group of human beings as parts of the

universe.  Thus the universality of Theory W does not apply

to the whole of the human race - only to the parts with

administrative heads.

      The unit-whole. The whole individual has parts - (1)

good feelings of freedom, joy, and love, (2) mechanical body

parts with motor shills, (3) the ability to think 24 hours

each day, and (4) if educated, the ability to isolate

alternative actions and to choose their actions (activity)

possibly within some unique personal strategy.

      Thus the essence of the unit-whole can be identified

as the point of choice - the whole person can choose in



 

 

 

 

 

Individual                                      Theory W 704

their own self interest.  That personal self-interest points

to a personal strategy which can be seen as an evolving set

of trials and problems.

      Returning to philosophy, "When we speak of things or

the stuffs of which they are made, we speak of them as

having properties (qualities), some of which are conditions,

states, etc. (104 10-1)"

      Continuing, "The real is that which exists outside the

mind and imagination, which means that existence

distinguishes the real. (104 11)"

      Theory W makes organization real - not just a

conceptual triangle, or a hierarchical bill of material type

list of names, or pages of descriptive narrative.

      Simply or complex whole. Theory W provides both

simple and complex levels of application.  The two-year-old

child simply asks, "Why?"  The Theory W organization "chart"

provides continually current work descriptions for all

members, specifically tied to the aim of the organization.

So to with the individual organization - the life-work

description ties to the aim of the individual.

      Theory W acknowledges the individual - whether they be

a child or a sage.  Theory W transcends the classifications,

not only of child/sage, but of employee/owner,

labor/management, trainee/executive, worker/boss,

supervised/supervisor, family/father, follower/leader,



 

 

 

 

 

Individual                                      Theory W 705

one/many, lo-tech/hi-tech, and monetarily free/expensive.

      Within self organization, the self takes first

priority by definition.  In all other organizations the

first priority should be the acknowledgement of why the

organization exists.  Then the self can proceed to support

the actualization of the aims of both the self and the

organizations which it joins.  Even the word joins implies

support of the organization aim.  Theory W provides an

organization structure for both the self and all other

organizations.

      Self organization. Individuals organize themselves by

themselves and for themselves.  So then, in what way do

individuals become disorganized?  The answer lies in

education - in the broad sense, beyond the schools.  This

does not mean that schools should not be held responsible,

for many individuals are disorganized in a scientific sense.

In science, there needs to be evidence of organization.

That's where Theory W provides the precedence database -

sparsely know in education.

      Although most of the following comes from the author's

own self study, the different or developing approaches can

be viewed as different.

      Worktime vs detail. Worktime measures wholehours

accurately but not precisely.  The following exemplifies

precise detail that has time, yet it does not have the



 

 

 

 

 

Individual                                      Theory W 706

 

wholehours of worktime.  Thus a distinction develops.

 

Figure 63a - Spiral notebook detail 

____________________________________________________________

____________________________________________________________

Source: Otto's 1984 trial of a notebook diary of life.



 

 

 

 

 

Individual                                      Theory W 707

      Likewise, schedule calendars have time but do not

necessarily have command of wholehours.  Regardless, each

day has 24 hours of wholehour human worktime for our use and

understanding.

      The following also tracks some type of dollar

 

accounting relative to time and accounting.



 

 

 

 

 

Individual                                      Theory W 708

 

Figure 63b - Small notebook detail 

____________________________________________________________

____________________________________________________________

Source: Otto's 1981 trial of a 16 hole scheduling system.

      A running noteboook diary can prove to be too

detailed, regardless of the security of capturing

"everything."  Practical worktime accounting with wholehours



 

 

 

 

 

Individual                                      Theory W 709

 

must not have this overbearing detail.

 

Figure 63c - Notepad detail 

____________________________________________________________

____________________________________________________________

Source: Otto's 1984 trial of a tearoff notepad scheduling

system.

      Daily detail followup can be accomplished separate

 

from the worktime accounting system.



 

 

 

 

 

Individual                                      Theory W 710

 

Figure 63d - Phone-o-gram detail 

____________________________________________________________

____________________________________________________________

Source: Otto's 1977 trial of a carbon copy notes.

      The linking of detail notes with worktime accounting

 

did not prove satisfactory.



 

 

 

 

 

Individual                                      Theory W 711

 

Figure 63e - Service billing detail 

____________________________________________________________

____________________________________________________________

Source: Otto's 1976 trial of attorney billing system.

      Example of an early attempt at computerizing one's

personal schedule.  The precedence network idea has not been

integrated, nor has the wholehour accounting of worktime

 

started.



 

 

 

 

 

Individual                                      Theory W 712

 

Figure 63f - Computer detail 

____________________________________________________________

Note: A computerized Theory W database begins in 1984.

 

      The why of scheduled action develops.



 

 

 

 

 

Individual                                      Theory W 713

 

Figure 63g - Activity detail 

____________________________________________________________

____________________________________________________________

Note: Activity integrates into a single column for 1985.

      The notebook holds on to recording of daily

 

wholehours.



 

 

 

 

 

Individual                                      Theory W 714

 

Figure 63h - Notebook detail 

____________________________________________________________

____________________________________________________________

Note: Most of the diary detail has disappeared in 1984.

 

      Some type of schedule system must be adopted.



 

 

 

 

 

Individual                                      Theory W 715

 

Figure 63i - Datebook detail 

____________________________________________________________

____________________________________________________________

Note: The Theory W database in 1985 has yet to handle

scheduling.

      The database brings a set of functions to the fore.



 

 

 

 

 

Individual                                      Theory W 716

That function set will eventually become the Theory W

reliable and truely valid job description.  A hierarchy of

tasks begins to develop.  Verb-descriptor-noun has yet to

 

make an entrance.



 

 

 

 

 

Individual                                      Theory W 717

 

Figure 63j - Function detail 

____________________________________________________________

____________________________________________________________

Note: The late-1985 database summarizes the daily worktime

recording.

      Wholehours now validate to 168 hours each week.  And

history now begins to be displayed.  The system however



 

 

 

 

 

Individual                                      Theory W 718

still depends on at least weekly printouts - something to

 

write on.



 

 

 

 

 

Individual                                      Theory W 719

 

Figure 63k - Written detail 

____________________________________________________________

____________________________________________________________

Note: 1987 database still stuck on worktime recording by

hand.



 

 

 

 

 

Individual                                      Theory W 720

 

Figure 63l - History detail 

____________________________________________________________

____________________________________________________________

Note: The early-1987 database faces the presentation of

history.



 

 

 

 

 

Individual                                      Theory W 721

 

Figure 63m - Flow of history detail 

____________________________________________________________

____________________________________________________________

Note: The late-1987 database still has not been truely

helped by the computer.



 

 

 

 

 

Individual                                      Theory W 722

 

Figure 63n - Validity detail 

____________________________________________________________

____________________________________________________________

Note: From 1973-1987 the idea of reliability and validity of

presentation was not confronted.



 

 

 

 

 

Individual                                      Theory W 723

 

Figure 63o - Clock detail 

____________________________________________________________

 

____________________________________________________________

Note: Running a chronology database was attempted in 1986.

      Why did the author go through this development?  Why



 

 

 

 

 

Individual                                      Theory W 724

should others be expected to be scientific about personal

 

time spending?  One basic answer -

 

      With patience, the long-range and principle

   contribution of time management is peace of

   mind.(K.Bissell) 109

      The focus changed from the detail to the discipline of

 

knowing accomplishments and concerns.

 

____________________

 

      109 J.Finn (1985) Time saving tips.  In JanFeb

Single Parent p.16.  Also referenced A.Lakein's How to get

control of your time and your life.



 

 

 

 

 

Individual                                      Theory W 725

 

Figure 63p - Awareness detail 

____________________________________________________________

 

____________________________________________________________

Note: The 1986 database looked to future time, although the

week-plan column was not effective.



 

 

 

 

 

Individual                                      Theory W 726

 

Figure 63q - Priority of detail 

____________________________________________________________

____________________________________________________________

Note: Late-1986 brings a secureness about lifetime and

priorities begin to emerge (freedom).  The lifetime database

was accompanied by a people database, setting the stage for



 

 

 

 

 

Individual                                      Theory W 727

 

logical friendship changes.

 

Figure 63r - Job detail 

____________________________________________________________

____________________________________________________________

Note: The 1987+ database made job-time communication a snap.

      Monthly applications. The weekly summation of

worktime management seems optimum.  In contrast, the

following monthly summaries of worktime are presented.  Most



 

 

 

 

 

Individual                                      Theory W 728

could not be held to one page - humans have too big a story

 

in a month.



 

 

 

 

 

Individual                                      Theory W 729

 

Figure 64a - Department time 

____________________________________________________________

____________________________________________________________

Note: Feb.1967.



 

 

 

 

 

Individual                                      Theory W 730

 

Figure 64b - SB time 

____________________________________________________________

____________________________________________________________

Note: Dec.1978.



 

 

 

 

 

Individual                                      Theory W 731

 

Figure 64c - OP time 

____________________________________________________________

____________________________________________________________

Note: Jan.1979.



 

 

 

 

 

Individual                                      Theory W 732

 

Figure 64d - SB time 

____________________________________________________________

____________________________________________________________

Note: Jan.1979.

      Note the variety of form.  Also note that the weekly



 

 

 

 

 

Individual                                      Theory W 733

form has the potential of reporting four or five weeks of

 

detail which would be input for an accounting month.

 

Figure 64e - HO time 

____________________________________________________________

____________________________________________________________

Note: Jan.1990.



 

 

 

 

 

Individual                                      Theory W 734

      Perhaps a good perspective would be a no-progress

list, something that would clog a concerns list.

 

Figure 64f - No-progress list 

____________________________________________________________

____________________________________________________________

Note: Week 7343 (the 43rd week of 1973).

      BM worknet application. In a letter to a past

 

student, the author presented a challenge to the student.

 

      I have spoken about Theory W, perhaps you recall.  And

   if you do recall, write down those past impressions.

      The Theory W gimmick words draw attention to the

   integration worthy of a theory.  Like Maslow's need



 

 

 

 

 

Individual                                      Theory W 735

 

   theory, Theory W will never be statistically significant.

      Theory W philosophy looks anew at the work of

   organization.  Past organization structure, specifically

   the formal organization, differentiates from Theory W,

   although the objects, namely people, are the same.

   Theory W, however, applies to both the individual and the

   group.

 

      The formally organized group scheme:

 

                 who

                    

                  |

                  |

          way <--what--> why

                  |

                  |

                  v

 

                 when

          ----------------> horizontal timeline

 

      The Theory W organization:

 

                 why               

                                  |

                                  | vertical

                  |               |

                  |               | and

          who <--what--> when     |

                  |               | horizontal

                  |               |

                  v               | timelines

                                  |

                 way               ------------->

 

 

      Now to apply Theory W to your individual organization

   - "This is your life!"  But contrary to the old

   television show, we will extend to the future why and

   when.  Yet we must start with the who and the way -

   however briefly.

      By way of scholarly reference (your letter of

   10-17-90) we see 13 action tasks.  (I have maintained

   your numerical sequence.) Theory W applies its wording to

   your words, resulting in the following:



 

 

 

 

 

Individual                                      Theory W 736

 

Table 104 - BM worknet 

____________________________________________________________

 

        Task description

Act     ______________________________________  Following

number                                          act number

(way)  Action verb  Descriptor   Noun object   (why)

______  ___________  ___________  ____________  ______

 

1       use          education    challenge

2       lead         healthy      life

3       free         fearful      self

4       express      self         love

5       accept       your         success

6       express      your         care

7       express      self         concern

8       seek         life         benefit

9       love         centered     self

10a     orient       your         self

10b     face         optimistic   challenge

11      get          self         idea

12a     enhance      spiritual    life

12b     understand   Jesus'       love

13      love         other        people

____________________________________________________________

Note: Since these tasks are not validated with time

reconciliation, there exists severe difficulty in building a

hierarchy as a strategic or functional organization.

 

      Your tasks, if you choose, are to confirm the above

   tasks, then arrange them in rank order.  Theory W uses a

   thing called a precedence network in the case that

   rational jumps must be documented.  Just like on

   television, Mission Impossible supposes to be a thriller.

   So to with Theory W.  You may even want to speculate as

   to where this enjoyable exercise heads next.  In the

   meantime I will continue writing my dissertation.  That

   work does not permit my visit for Thanksgiving.  But how

   about a visit during semester break?

      My son exclaimed, "What?  You declined a visit to

   Denver?  Are you wacky?"  I replied, "Just a minute, I

   have to write that down.  It's another w word which fits

   wright into my Theory W."  He's 21 now and is

   understanding his father more and more.  My two daughters

   may never understand - we both agreed that they are timid

   and afraid.  Sound familiar.  My mother, at 80, is still

   immobilized by fear.  Take heart, you have time, but the



 

 

 

 

 

Individual                                      Theory W 737

 

   sooner the better.  Yet in the spirit of respect, I'll

   love you on the first level, that is respect, no matter

   what your choice.  Sincerely, Harv Otto.

      NW worknet application. The following figure shows

 

the subject's worktime accounting.



 

 

 

 

 

Individual                                      Theory W 738

 

Figure 65a - NW worktime 

____________________________________________________________

____________________________________________________________

Note: Week 8638.

      An associated expression of self-review displays on

 

the back of the above copy - an acceptable one-page format.



 

 

 

 

 

Individual                                      Theory W 739

 

Figure 65b - NW worktime self-review 

____________________________________________________________

____________________________________________________________

Note: Week beginning 20 Oct 1986.

      Over a number of weeks NW's Theory W job description

was tested for validity.  Productivities of 96%, 104%, 111%,

and 99% makes probable the claim that the following presents

 

NW's job.



 

 

 

 

 

Individual                                      Theory W 740

 

Table 105 - NW's Theory W job description 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why

___ __________ ______________ _____________ ___

 

01  manage     0.1 hour       phoning       03

02  manage     0.8 hour       meetings      03

03  update     0.1 hour       files         05

04  travel     to/from        meetings      02

____________________________________________________________

Source: Employee's weekly self-analysis.  Act 05 as

Reporting Benefit Closure can be seen as the annual report

of the agency.  That mission will be taken up in the

multi-member chapter.

      In contrast with the above, NW's narrative job

 

description covers two pages.



 

 

 

 

 

Individual                                      Theory W 741

 

Figure 66a - NW narrative job desc 

____________________________________________________________

____________________________________________________________

Note: May 1983.



 

 

 

 

 

Individual                                      Theory W 742

 

Figure 66b - NW narrative job desc 

____________________________________________________________

____________________________________________________________

Note: May 1983.

      Using Theory W principles, the narrative version can



 

 

 

 

 

Individual                                      Theory W 743

 

be reformatted and integrated with the Theory W version.



 

 

 

 

 

Individual                                      Theory W 744

 

Table 106 - NW's narr in Theory W format 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why

___ __________ ______________ _____________ ___

 

02  evaluate   referred       clients

02  determine  client         eligibility

02  determine  service        needed

02  evaluate   client         personality

02  evaluate   client         voc.aptitude

02  evaluate   client         psy.inventory

02  evaluate   client         academics

02  evaluate   client         experiences

02  evaluate   client         skills

02  evaluate   client         interests

02  evaluate   client         attitudes

02  evaluate   client         disabilities

02  evaluate   client         environment

02  recommends client         eligibility

01  refer      extended       evaluation

01  maintain   client         contact

02  counsel    client         knowledge

02  counsel    client         response

02  counsel    client         disability

02  counsel    client         attitudes

02  counsel    client         emotions

02  counsel    client         concerns

02  provide    client         support

02  provide    client         assistance

02  provide    client         motivation

02  advise     client         personals

02  advise     client         socials

02  advise     client         vocation

02  attain     client         agreement

02  attain     client         participation

02  plan       client         programs

02  assist     client         vocation

02  explain    agency         services

02  determine  needed         services

01  research   service        resources

01  arrange    services       payment

01  arrange    financial      assistance

02  setup      client         program

02  prepare    client         justification

03  report     case           progress

03  prepare    required       documentation

02  analyze    activity       variance



 

 

 

 

 

Individual                                      Theory W 745

 

02  obtain     plan           approval

01  obtain     expenditure    approval

02  implement  client         plan

01  follow     client         progress

01  continue   appropriate    services

02  provide    employment     placement

02  provide    client         services

01  maintain   employer       contact

01  evaluate   available      jobs

02  explain    handicap       laws

02  draw       employer       agreement

02  establish  training       agreement

02  make       field          visits

04  arrange    own            transportation

____________________________________________________________

Source: Position description 46004.1 - vocational

rehabilitation counselor 1 with class number 69721.

      The use of duplicate act numbers with different

activity descriptions, yet without a why logic, permits the

integration of most any verbiage with a validated worktime

job description.

      Student worknet application. Few students have

attempted the application of logic to their individual self

 

organization.  An exception follows.



 

 

 

 

 

Individual                                      Theory W 746

 

Figure 67 - Dean's worknet 

____________________________________________________________

____________________________________________________________

Note: Spring 1989.

      Alice's changed job. While consulting the author had

the opportunity to apply a form of Theory W job description.

 

The results follow.



 

 

 

 

 

Individual                                      Theory W 747

 

Figure 68a - Alice's worknet - before 

____________________________________________________________

____________________________________________________________

Note: July 1982.



 

 

 

 

 

Individual                                      Theory W 748

 

Figure 68b - Alice's worknet - before 

____________________________________________________________

____________________________________________________________

Note: July 1982.



 

 

 

 

 

Individual                                      Theory W 749

 

Figure 69a - Alice's worknet - after 

____________________________________________________________

____________________________________________________________

Note: Sept 1983.



 

 

 

 

 

Individual                                      Theory W 750

 

Figure 69b - Alice's worknet - after 

____________________________________________________________

____________________________________________________________

Note: Sept 1983.

                                                   ​                                                                                                                                                                                                                                                                                                                                               

      Personal card Circa - early 1995.

 

            personal spirit card

 

 

            HARV OTTO  seeks an

 

                              aimful

                          supportive

                         PARTNERSHIP

           __________________________

 

           9528 Manning      Kansas City MO 64134-2229

 

 

 

          Growth oriented semi-retired male 56 seeks

                nondependency female for progression of

                talk, synergistic activity, closeness, and

                m/Marriage forever partnership with separate



 

 

 

 

 

Individual                                      Theory W 751

 

                finances.  Open to being secondary spouse,

                employment diverse, frugal.  Only Marriage

                of 21 years annulled.  Three grown kids -

                RN, professionals.  Past PWP pres, church,

 

 

 

 

                much civic activity.  Likes kids.  Country,

                ballroom with dips, square dance.  Walks,

                writes, bridge, bikes, umpires, traveled

                in Europe and most of US.  84honda, 386lap,

                tools, cameras, bikes, skates, keyboard,

                memorabilia, racket, sleepbag, clubs, tux,

                sound/video. Will correspond, meet with

                friends and group date.

     

 

 

 

           1938-61     Mother pleaser

                       Others pleaser

           1961-82  Job,civic success

                     Wife,kids,houses

           1982-94  Fmly,job downsize

                     Downshift closed

           1938-95   Joy,love,freedom

           __________________________

           sorry - no phone, fax, or e-mail           

 

       ----------------------------------

      The evolvement of Harv's personal card represents

several items for discussion.  One, there are similarities

with his business card, (2) a statement of direction, and

(3) narrative which attempts to connect with the audience.

      Harv has exercised life-long intelligence, reflected

in his degrees and in his writings.  He believes that

writing provides evidence of ongoing intelligent life - not

only in a sense of personal fulfillment but in a sense of

eternal life.  He has degrees and now works on writing



 

 

 

 

 

Individual                                      Theory W 752

fulfillment.  Harv can be seen as having progressed through

a life-long learning pattern of technical skills - those

skills are uniquely broad-based.

      Harv's direction deserves emphasis - aimful supportive

partnership.  Partnership being descriptive of a particular

type of organization.  Supportive being descriptive of a

style of human interaction.  And aimful descriptive of not

only project growth, but also of life-long growth, with

extension unto the growth of humans as a society, culture,

and species.

      With the personal card, Harv seeks connection with a

life-mate as the audience.  In one such connection, namely

Harv-Nancy there was a grandson involved - Nancy's grandson

Bret.

      Functional Bret. Bret offered, perhaps through

chance, the opportunity to apply the principles of

functional organization.  The preliminaries of the encounter

confirmed the principles which went into the creation of

Harv's personal card.

      Within the first client encounter session of three

hours, Bret listed the reasons for not doing what society

expected of him.  The expection was legitimate -

unquestioned in American society.  Those reasons were shown

to be of harm to Bret, and since he had these individuals

who harmed him as role models, Harv pointed out to Bret that



 

 

 

 

 

Individual                                      Theory W 753

he was now following the same pattern - Bret was harming

himself and those who loved him.

      Harv then asked Bret to list his friends - the

resulting list consisted solely of peers.  That reflected

only one of the definitions of the word friend.  Then Harv

used a computer with an electronic thesaurus to display

other ways to look at the idea of a friend.  From the 47

alternative words, Bret chose the words partner and

supporter.

      Harv then asked Bret to create two columns next to his

list of friends.  The columns were headed supporter and

partner.  Bret proceeded to increase his list to include

family members.  And for the purpose of this writing the

story ends there - the point being that a 13 year old chose

the words supporter and partner which agreed with Harv's

functional approach to his personal card.

      In a short followup encounter, Bret was asked, "Why

are you...[doing this]?  Bret responded, first, "To not get

my mom in trouble," and second, "Because my mom wants me

to...[do this]."  Harv was impressed by the absolute

presence of negative motivation.

      The way in which an individual becomes turned from the

inborn human positive motivation to a negatively motivated

life-style remains unclear and unexplored at this time - no

matter.  What does matter points to the construction of a



 

 

 

 

 

Individual                                      Theory W 754

functional why life organization.  In Bret's case, he

confirmed his will to live, yet could or would not make

willing positive decisions for the fulfillment of his life

organization.

      Harv proceeded to encourage the construction of Bret's

why (or functional) life organization.  A negative

non-cooperative attitude defies construction of one's

functional organization.  The result being some sort of

jail-type structure - prison, controlled access hospital,

secluded boarding school, strict physical control at home

and local school, drugs - until some partnership can be

formed.

      Universality. A specific instance in Harv's

functional approach to organizing himself, was the

development of his personal card, reflective of his

self-organization, specifically the goal of an aimful

supportive partnership.  As described above, Bret, a 13 year

old, confirmed the basicness of supportive partnering.  The

interrogatory "why" in Harv's Theory W reflects the

aimfulness of the seemingly universal toddler questioning -

why, why, why....  Adult curiousity and life-long learning

are made of that same tottler "why" stuff.

      Theory W entrance. From the above specifics, Theory W

entrances can be seen as (1) ask the why question, (2)

choose the type of organization, such as a partnership, and



 

 

 

 

 

Individual                                      Theory W 755

the members, and (3) choose and act the way which completes

 

the organization's support tasks.

 

Table 107 - Universal individual workweb? 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why

___ __________ ______________ _____________ ___

 

1   answer     why            question      2

2   form       cooperative    organization  3

3   fill       basicERG       needs         mu

4   act        fulfilling     way           1

5   choose     time           spending      4

____________________________________________________________

Note: Based on Bret story.

 

Table 108a - Personal card workweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why

___ __________ ______________ _____________ ___

 

1   seek       supportive     partnership   7

2   market     personal       spirit        1

3   aim        marketplace    cards         4

4   ask        partner's      aim           2

5   dialog     concise        package       3

6   think      relatedness    needs         5

7   fill       growth         needs         8

8   experience good           feelings      9

9   choose     nextGrowth     synergy       10

10  fill       basicERG       needs         8

11  verify     partner        nondependency 4

12  expend     existence      lifetime      11

13  choosing   relatedness    venture       12

14  socialize  village        church        2

15  practice   dance          exercise      11

____________________________________________________________

Note: Based on Personal Spirit Card above.

      

      Introductory version. Still in early 1995.

 

            introductory card



 

 

 

 

 

Individual                                      Theory W 756

 

 

            HARV OTTO

 

                              aimful

                            friendly

                           discourse

           __________________________

 

                  9528 Manning      Kansas City MO 64134-2229

      Then in late 1995 came another attempt at introduction

in a newspaper personal ad format.  Perhaps these exercises

basicially define or refine one's understanding of one's

 

self.

 

                Retired SWM57 seeks non-dependency SF of

                youthful spirit for progression of dialog,

                synergistic activity & growth cooperation -

 

      Bringing along emphatic previous information -

 

                closeness, partnership commitment, separate

                finances.  Open to being secondary spouse.

                Likes kids.  Employment diverse, frugal.

                Only Marriage of 21 years annulled.  Three

                grown kids - accounting, RN, software engr.

 

 

 

 

                Full business career, professor, degrees.

                Past PWP pres, church, much civic activity.

                Country, ballroom with dips, square dance.

                Walks, writes, bridge, bikes, umpires.

                Traveled in Europe and most of US.  Tools,

                84honda, 386lap, cameras, bikes, keyboard,

                memorabilia, sleepbag, tux, sound/video.

                Will correspond, meet friends & group date.

     

      Adding to the personal card workweb -



 

 

 

 

 

Individual                                      Theory W 757

 

Table 108b - Personal card workweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why

___ __________ ______________ _____________ ___

 

1   seek       supportive     partnership   7

2   market     personal       spirit        1

3   aim        marketplace    cards         4

4   ask        partner's      aim           2

5   dialog     concise        package       3

6   think      relatedness    needs         5

7   fill       growth         needs         8

8   experience good           feelings      9

9   choose     nextGrowth     synergy       10

10  fill       basicERG       needs         8

11  verify     partner        nondependency 4

12  expend     existence      lifetime      11

13  choosing   relatedness    venture       12

14  socialize  village        church        2

15  practice   dance          exercise      12

16  dialog     broadbased     closeness     17

17  commit     growthful      partnership   9

18  keep       financial      separation    11

19  enact      secondary      spouseship    11

20  parent     available      kids          8

21  choose     suitable       employment    12

22  practice   quality        frugalness    21

23  avoid      traditional    marriage      11

24  practice   walk/bike/ump  exercise      12

25  write      functional     dialog        10

26  perform    bridge/ump     partnership   17

27  play       piano          keyboard      9

28  reside     tropics        locale        12

____________________________________________________________

Note: Based on Personal Spirit Card above.

 

      Providing detailed understanding of the ad -

 

         Retired -110 drawn back;

                    traveled to a private, sheltered,

                                             secluded place;

                    retreated from danger or battle;

                    bent or curved back,

                          "the shore retires to form a bay;"

                    withdrawn from job/career.111

         Seeks - to try to find.112



 

 

 

 

 

Individual                                      Theory W 758

 

         Non - not;

               used to give a negative force;

               less emphatic than in- and un-,

                   which give a word an opposite meaning.113

         Dependency - that which is subordinate;

                      influenced, controlled, or

                               determined by something else;

                      dependent variable vs independent v.114

         Co- - shortened form of com-;

               a prefix formed from complement,

                                      meaning complement of.

         Complement - what is needed to fillup something;

                      a protein in the blood or lymph

                              acting with immune bodies

                                     to destroy bacteria;

                      that which is added, not as necessary,

                                          but as ornamental;

                      outward show.

         Youthful - possessing freshness, novelty;

                    fresh, vigorous, active;115

                    new, early, in an early stage.

         Spirit - the life principle, especially in man,

                       originally regarded as an animating

                               vapor infused by the breath,

                                  or as bestowed by a deity;

                  the soul;

                  the thinking, motivating, feeling part of

                  man, often as distinguished from the body;

                  mind;

                  intelligence;

 

____________________

 

      110 J.L.McKechnie (1983) Webster's new twentieth

century unabridged dictionary - second edition.  New

York: Simon & Schuster.

      111 Releasing lifetime for other human endeavors.

      112 Takes work of a certain time duration to

accomplish.

      113 Some dependencies are positive, others are

negative.

      114 Perhaps this presents the mathmatical model of

codependency.  Rather than having all independent variables

and experiencing 1 + 1 = 3 as synergism.

      115 The idea of the tropics (from Mary, Sue's mother)

has precluded any searching in KC.  I will move to the

tropics (central or southern FL from Chris' definition),

then resume the search.  Progressive activities are

dissertation and job/career search.



 

 

 

 

 

Individual                                      Theory W 759

 

                  life, will, consciousness, thought, etc.,

                           regarded as separate from matter;

                  a supernatural being, especially one

                          thought of as possessing a person;

                  real meaning;

                  true intention; as opposed to the letter;

                  a pervading animating principle,

                    essential or characteristic quality,

                         or prevailing tendency or attitude;

                  a divine animating influence or inspiration.

         Progression - a moving forward or onward;

                       progress;

                       to continue toward completion;

                       to come along;

                       to improve;

                       to advance to a higher state.

         Dialog - interchange ideas seeking mutual

                                   understanding or harmony;

                  open and frank discussion;

                  a written work in the form of conversation.

         Synergistic - in theology, a doctrine where man

                           cooperates with divine grace in

                                     effecting regeneration;

                       simultaneous action of separate

                       agencies having greater total effect

                       than the sum of their individual effects.

         Regeneration - a spiritual rebirth or conversion;

                        renewed, reformed, reconstituted;

                        in botany, the renewal or replacement

                            of a hurt or lost organ or part.

         Activity - normal power of mind or body;

                    energetic action;

                    agility;

                    nimbleness;

                    an active force;

                    briskness;

                    liveliness;

                    animation.

         Growth - gradual development toward maturity;116

                  increase in powers.

         Cooperation - working together to one end;

                       concurrent effort;

                       to promote the same object;

                       the benefits or profits of which

 

____________________

 

      116 Maturation as a life-long endeavor - perhaps

Likert is the psychology reference.



 

 

 

 

 

Individual                                      Theory W 760

 

                              are shared by all the members.

         Good -                [comparative = better

                                superlative = best

                                Anglo-Saxon = god, good

                                  originally = fit, suitable]

                valid;

                healthy;

                strong;117

                dependable;

                satisfying;

                morally sound or excellent;

                useful;

                providing favorable results;

                dexterous;

                agreeable, enjoyable, happy, etc.;

                honorable;118

                Good Friday;

                good speed.

         God - supernatural being;

               immortal being; [as long as there are people

                                      to think the concept];

               having powers over the lives and

                                          affairs of people;

               having power over the course of nature;

               deity;

               in monotheistic religions, creator and ruler

                         of the universe, eternal, infinite

                                  all-powerful, all-knowing;

               supreme being;

               almighty;

               a person or thing that is excessively

                                      worshiped and admired;

 

____________________

 

      117 What the psychiatrist told me at the hospital

after one session, "You are strong, get on with your life."

He also volunteered that Elaine was vindictive therefore I

would be punished for being sick, ill, weak, weary,

unhealthy, unsound, or whatever.  Elaine's lament, "I

thought you'd take care of me for the rest of my life."  I

was rather tired of a dependent.  Later his comment about an

annulment, "Go for it!"  My comment now, "I am punished only

if I also am an unhealthly co-dependent."  To avoid

co-dependent people has been and continues to be my

challenge!

      118 As in respectable, like respecting is the first

level of loving.  Good Friday doesn't seem to fit - perhaps

the martyr creation was the good.  Good Speed not God Speed!



 

 

 

 

 

Individual                                       Theory W 761

 

               an all absorbing passion, pursuit, or hobby;

               that person/thing idolized to the exclusion

                        of having power over one's own life.

      Thus I seek me as a super being, an above-natural person as

all can be, an eternal-life thinker, not letting thoughts of

death or loss deplete the superness of the present moment -

 

without chronic anxiety, yet demanding of life's time.

 

         chronic - perpetual;

                   habitual;

                   constant;

                   recurring.

         anxiety - concern about some event, future or

                      uncertain, which disturbes the mind

                        keeping it in a state of uneasiness;

                   a thought that causes this;

                   an eager desire;

                   watchfulness;

                   restlessness.

Master of our own time? 

      Time mastery. Other sections of this dissertation

have stressed the limited number of hours available in a

lifetime.  And one' lifetime, according to Theor W, can best

be described by whole hours in the spirit of work time.

      Routine vs project tasks. As indicated by H.L.Otto's

lifetime effectiveness, a 33% productivity factor leaves

217,000 hours for project tasks over a lifetime.

      The project of a college education, for example,

theoretically amounts to around 124 credit hours.  Each

credit hour typically consists of 15 class hours accompanied

by 30 study hours.  The undergraduate degree project thus

amounts to 5600 hours.119



 

 

 

 

 

Individual                                      Theory W 762 

      Obviously, a commitment to life-time employment of 40

years, or 80,000 hours, takes a big chunk of life time.  A

more realistic discretionary spending amount may be 120,000

hours.

      How much does a family cost?  How much does a marriage

cost?  Not enough time may remain, thus contributing to less

learning and less family quality.  The topic of "quality of

work life" has a parallel named "quality of life time."

That challenge brings administrative science to the

management of the self organization.

      Attempt at individual organization. At the time of

the following, the precedence expression was being

attempted.  The why expression in Theory W has developed a

 

more preferred expression.

 

____________________

 

      119 Peer facilitation study has improved study time

15% - more toward the 30 study hours stated above.



 

 

 

 

 

Individual                                      Theory W 763

 

Table 109 - Quality of life worknet 

____________________________________________________________

 

                                                     Whrs

                                               Done   time

Act Verb     Descriptor    Noun        Pre way eval    track

___ ________ _____________ ___________ _______ ____ ________

 

 0  live     quality       life        7 11    yes   no 9 15

 7  provide  interpersonal action      9 12    yes   no 9 15

 9  provide  communication time        6       yes   yes

 6  provide  choice        time        13      yes   no 9

 13 track                  time        14      yes   no 9

 14 provide  easy          method      15      no    no 9

 

 11 enjoy                  superhealth 1 15    yes   no 1 15

 1  maintain               assets      2 6 17  no    yes

 2  build    financial     stability   3       yes   no 1

 3  provide  retirement    income      5       yes   no 1

 5  provide  future        job         4 8 9   no    yes

 4  provide  current       job         16      no    yes

 

 12 love                   people      8       yes   no 9

 8  provide  degree        recognition 10      no    no 5

 10 provide  time-result   integration 13      no    no 15

 

 15 write    dissertation  proposal    10      no    yes

 

 17 rest                   self        6       yes   yes

 

 16 move                   residence   5 6     yes   yes

____________________________________________________________

Note: The time tracking way has been stated separate from

the logic way.  The application of the duplicate task

principle could make the above more vivid.

Self- vs member- evaluation 

      Individual organization performance. The prior part

of this paper considered the performance evaluation of the

individual within the context of employment.  Typical time

commitments are, for example, (1) 40 hours per week for paid

employment, (2) one hour per each eight weeks for donating



 

 

 

 

 

Individual                                      Theory W 764

blood, and (3) countless other employer interfaces.  Note

that you are not paid monetarily by all of your employers.

      The individual self organization (ISO) has 24 hours

each day and obviously not all of those hours are available

for traditional productivity.  Yet all tasks within the ISO

are spent.  The individual simply cannot separate their ISO

from their life hours.  Thus an individual performs their

tasks 24 hours per day.

      Self organization productivity. The idea of

production involves output divided by input.  The

output-input measure reflects as a productivity percentage.

In the case of an ISO, the individual judges which tasks are

outputs vs the 168 hour per week input of life time.

      The expert worker has two roles.  First, even to the

employer, the Worker As Expert (WAE - pronounced wayee),

acts as administrator of their Individual Self Organization

(ISO) - pronounced, "I, so?"

      Second, the WAE acts as employee for the Member

Organization (MO).  There may be many MOs - job, church ,

fraternal, civic, recreational.  Some MOs pay wages, some do

not.

      Administrators of ISOs and MOs, according to Theory W,

must make the organization plan (strategy) visible to the

workers.  The workers then become WAEs in support of the

organization missions (aims).  This ties with the idea of



 

 

 

 

 

Individual                                      Theory W 765

goal congruence.

      Self before member eval. Many MOs evaluate employee

performance.  And this paper first introduced performance

evaluation as a function of MO administration.  ISO

evaluation, however, ranks as more important to the

individual.  Theory W promotes the proposition that the

expert worker first administrates their own ISO then

administrates their MO task responsibilities.  In practice,

the ISO and MO administrative tasks rotate.  The WAE attends

one then the other, depending on the individual want.  In a

marketing sense, Theory W presents a unique product which

may provide awareness of ISO distinctiveness.  Traditional

 

organization theory does not apply to ISOs.



 

 

 

 

 

Individual                                      Theory W 766

 

Table 110 - An individual org evaluation 

___________________________________________________________

 

                          Hours for the Weekly performance

Task description          w52 projecta  ___________________

_________________________ ___ ________

                                        Routine   Project

Action verb Noun object                 _______   _______

___________ _____________ ___

 

maintain    body/mind      68           yes

encourage   relationship   44           yes

get         job            19    193              nob

write       dissertation   18    702              noc

maintain    assets         12           yes

pursue      exercise        7           nod

facilitate  students            1875              yese

measure     lifetime      168

measure     effectiveness  33%

 

HISTORY

   Fourth, second, first quarter 1990   33%   34% 38%

   Third quarters of 1990 and 1989         24%       20%

___________________________________________________________

Note: a Current database reaches back to third quarter of

1989.  Further data may be available in archives.

      b Completion scheduled for mid-February 1991.

      c Completion scheduled within six weeks.

      d More square dancing scheduled.

      e 60 hours per week for a 30 week Benedictine job

term.

 

Dynamic provision 

 

      If the structure of a government is to be fitted to

   its people and its purpose, it must take into account the

   probabilities of changes that may occur.  In newer

   communities and those where considerable changes in

   educational technique, in population, in economic

   environment, or inter-community relationship, take place,

   provision for appropriate steps in structural

   reorganization are essential.  (186 142)

 

      The structure of the author's case study has changed.



 

 

 

 

 

Individual                                      Theory W 767

 

Figure 70a - Worktime database 

____________________________________________________________

____________________________________________________________

Note: Printing of the above was done for illustration.  No

regular periodic print outs are done - realizing a true

computer database.



 

 

 

 

 

Individual                                      Theory W 768

 

Figure 70b - Worktime database 

____________________________________________________________

____________________________________________________________

      In contrast with the above, there has been a history

of changes.

      Quarterly summary. Early attempts had percentages and

unstructured amounts.  Validity and ranking methods have

 

superceded those early deficiencies.



 

 

 

 

 

Individual                                      Theory W 769

 

Figure 71 - Quarterly summary 

____________________________________________________________

____________________________________________________________

Note: 73q4 - 1973 quarter four.

      Reorganization will continue to occur, if not in the

database form, than in the content, where there exists the

quantification of life quality in terms of lifetime worknet

 

and worktime, that is, functional organization.



 

 

 

 

 

                                               Theory W 760d 

 

Part 4 - Multiple member organizations 

 

      Chapter 12 - The challenge of Theory W

      Chapter 13 - Business case studies

      Chapter 14 - Education case studies

      Review.  The triangular hierarchy of Figure 71 was

 

taken from the part 3 review section.

 

Figure 71 - About member organizations 

____________________________________________________________

 

                              

                            why

Implementation /                            \

              quantify administration strategy

             document individual     experience

            document  education       experience

           document   business        experience\

          /                 way                  \

____________________________________________________________

Source: Part 3 review section.

      Summary.  This part takes the pure functional

organization structure hypothesis of part 1 chapter 6 and

investigates its application to several multi-individual

organization cases.

      More specifically, this part evidences the result of

the "document business and education experiences" activity

of the table 12 set of purposes in the introduction.  Prior

to the presentation of case experiences, chapter 12

addresses and rationalizes the issues of reliability,

validity, and general scientific criteria.

      Next.  Part 5 sets forth the possibility of using a

testing instrument to check the pre- and post- test values



 

 

 

 

 

Members                                        Theory W 761d 

when installing a more-pure functional structure in a

multi-individual or an individual's organizational setting.

The value measurement should reveal an increase in

creativity, leadership, synergism, and productivity in

 

FIRO-B units.



 

 

 

 

 

                                               Theory W 762d 

 

Chapter 12 - The challenge of Theory W 

 

      Division of work

      Sociotechnical life

      Work enrichment

      Getting and giving

      The we workweb

      Management science

      Worker effectiveness 

      Summary.  This chapter addresses and rationalizes the

issues of reliability, validity, and general scientific

criteria.  Rational challenge.

      Next.  The application of member-organization cases.

Division of work 

      Any large block of work divides into smaller and more

manageable work tasks.  The example below provides a basic

lesson in productivity.  First visualize a large block of

work, and then visualize the division of that work into work

 

tasks.



 

 

 

 

 

Workweb                                        Theory W 763d

 

Figure 72 - Identify individual work tasks 

____________________________________________________________

 

Block of work undivided       Block of work divided

__________________________    _______________________

 

    ---------------------      ---------------------

   |                     |    |          |          |

   | One task of at      |    |  Task 1  |  Task 2  |

   |                     |    |          |          |

   | least 16 hours, and |    | Worker A | Worker B |

   |                     |    |          |          |

   | quite possibility   |    |  4 hours |  4 hours |

   |                     |    |          |          |

   | 32 hours if four    |    |----------|----------|

   |                     |    |          |          |

   | individuals are     |    |  Task 3  |  Task 4  |

   |                     |    |          |          |

   | assigned.           |    | Worker C | Worker D |

   |                     |    |          |          |

   |                     |    |  4 hours |  4 hours |

   |                     |    |          |          |

    ---------------------      ----------------------

____________________________________________________________

 

      As you can see, we have employed four workers to

perform the tasks and each performs their task at 100%

efficiency (4 hours standard vs 4 hours actual).

      However since the workers "work" 8 hours daily, their

productivity falls to 50% (4 hours output divided by 8 hours

of input) because 4 workers were assigned 16 hours of work.

      The 4 person organization above can exhibit some

interesting outcomes.  Some workers might eventually quit

for being so poorly utilized, some might hide or otherwise

busy themselves, and still others are generally not able to

administrate their situation.



 

 

 

 

 

Workweb                                        Theory W 764d

      Theory W professes that the expert worker either set

or verify the 4 hour standards, and track their actual, then

control their productivity.  The hours involved are owned by

the expert worker.  The whole-hour being the basic unit

measure of what they sell to their employer.  Their

productivity connects with pride of workmanship - quality of

worklife if you will.  And if the expert worker extends that

philosophy to 24 hours daily, they are truely administering

their own organization.

      Improvement. If only two workers were employed, the

efficiency and productivity of the large block organization

will be 100%.  The job descriptions of workers A and B can

 

have several configurations.

 

Table 111 - Work, tasks, and job assignment 

____________________________________________________________

 

        Tasks from above figure

        ________________________________________

 

Worker  Job 1  Job 2  Job 3  Job 4  Job 5  Job 6

______  _____  _____  _____  _____  _____  _____

 

  A      1 2    1 3    1 4    2 3    2 4    3 4

  B      3 4    2 4    2 3    1 4    1 3    1 2

____________________________________________________________

 

 

      Learning theory choices.

 

      [Functionalists] seem to take parts of all the

   theories and view learning as a very complex phenomenon

   that is not explained by either the gestalt or the

   behavioral theories.  Some of the leaders in this school

   are John Dewey, J.R.Angell, and R.S.Woodworth.

   (114L 322)



 

 

 

 

 

Workweb                                        Theory W 765d

      Other learning theories are Freudian and mathmatical

modeling (114L 322).

      Functional learning theory. Theory W, as a pure

functional theory of organization, prescribes to functional

learning theory - a very complex phenomenon.  Yet easily

described.

      Universal learning description. Three-year old and

even two-year old children express, "Why?"

      Why confrontation.  Human are born to confront.  And

confrontation, as part of communication activity, charters

an organization where why underlies the organization

structure.  Or differently put, why provides functional

 

authority.

 

      Bakke refers to...an organization charter...His

   activity process is...the process of communication that

   involves the confrontation, search, and coping phases.

   (114L 42)

      The Theory W hypothesis of organization productivity

improvement encompasses the idea of providing a universal

organization structure to facilitate Bakke's search and

coping phases of communication.  Search and coping activity

need an object of focus.  Those search and coping phases are

delimited from this dissertation.

      Sociotechnical participation. In order to have better

democracy and participation in an organization, Theory W

hypotheses that the objective of functional clarity will



 

 

 

 

 

 Workweb                                       Theory W 766d

improve productivity.  Theory W provides a universal

productivity improvement tool for any organization including

the individual as an organization.

 

Sociotechnical life 

 

      The concept of sociotechnical systems is based on the

   fact that any production or service system requires both

   a technology and a work-relationship structure that

   relates human resources to technological resources.  An

   organization's total system provides a total set of human

   activities, together with interrelationships...

   (114L 25)

 

      Democratic participation.

 

      The concept of the organization as a sociotechnical

   system is entirely valid and rather than urge the

   democratic overtones of participative management upon

   every situation, leaders would do better to take

   advantage of all the contributions that management and

   behavioral sciences have made to understanding how and

   why a sociotechnical system functions best.  (114L 42)

      If we applied Rokeach's characteristics of open-closed

   systems to organizations we could observe the following:

   (114L 44)

      Theory W does not deal with projects - rather the

generic structure of functional organization.  Formal

organization identifies with hierarchy - the chain of

command.  Informal organization can be identified with

dynamic group membership, leadership, and ideas.  The

unformal or functional organization is analogous to a

organization-wide PERT chart turned on end so that instead

of the work and time axis flowing to the right, the work

flows up to support the why of the organization - the

mission or charter.  And if you trace the causal flow down,



 

 

 

 

 

Workweb                                        Theory W 767d

the way to support the mission and measured objectives is

detailed by the task technology of PERT, CPM, time-on-task,

and other analogous visual aids.  Since graphic visuals are

quickly outgrown, the computerizable database precedence

network is used.

 

      Self-actual continuous learning.

 

      At the top of Abraham Maslow's hierarchy of needs, we

   find self-actualization.  This is the same as Karl

   Menninger's concept of personal fulfillment.  These terms

   denote both achievement and value.  The way in which an

   individual discovers the surrounding, larger world and

   sees that world in perspective, is a basic element of

   self-actualization.  This concept, as used in the field

   of mental health, is not to be confused with status or

   recognition.  The internal-external dimension of this

   concept of self-actualization comes from the individual's

   ability to continue to learn from those associations,

   experiences, and awareness he encounters throughout his

   life span.  One of the major achievements of any

   individual, particularly leaders, is learning how to

   learn.  If leaders can learn from failures, frustrations,

   disappointments, achievements, and despair, they will

   have found [the] major dimension of leadership.

   (114L 131)

 

Work enrichment 

 

      According to job enrichment concepts, large numbers of

   employees have much more to offer in the way of ability,

   potential, and general competency than most organizations

   ask of them.  This discrepancy between potential and

   actual contribution creates significant frustrations for

   employees and significant costs to the organization.  It

   is possible to restructure the work in order to give

   employees more of a say about what they are doing,

   including more responsibility for deciding how to

   implement their work, for setting goals, and more of a

   share in creating the excellence of the completed

   product.  The results of such an approach should be

   improved employee morale, as well as increased

   productivity.  Job enrichment also represents an attempt

   to move from a mechanistic to a humanistic model of work.

   (114L 175)



 

 

 

 

 

Workweb                                         Theory W 768d

      Job search as used here includes hiring and firing

employees and the maintenance of personal employment.

Strategy applies to both the multi-individual and individual

organizations.

      Terminating employees. Responsible multi-individual

organizations provide an exit procedure for departing

employees.  And many prefer to contract the exit procedure.

The contractor, typically a consulting firm, can provide a

career transition workshop (227) or other structure to

enhance the effectiveness of the terminated employee.

      Remaining employees. The focus on the terminating

individual's organization can well be applied to the

 

periodic reviews of remaining employees.

 

      job and career objective

      dynamic presentation

      marketing strategy

      contact network

      negotiating job offers

      persistence (227 1)

 

      Reconciled against Theory W, the hierarchical strategy

 

becomes -

 

      life aim

      retirement objective

      career objective

      job objective

      dynamic biography

      marketing tactics

      negotiating tasks

      time tracking

      Theory W represents the organization of the world of

functional work tasks.  Theory W differentiates from formal



 

 

 

 

 

Workweb                                         Theory W 769d

organization which historically traces to the earliest of

military and church organizations.

      Any specific modern organization has its own world of

work apart from the names of the employees and their

position titles.  The names and titles represent who does

the organization's work, not the work itself.  The who which

does the work comes after the definition of the work.  The

strategist first defines the aim of the organization, then

defines the measurable objectives which motivate individual

workers.  The strategist then defines the worknet of tasks

needed to implement the organization objectives, and fourth,

the individual workers are employed to perform

implementation.

      The strategist formulates or models the work of the

organization by defining the philosophic organization

mission first, then the strategist facilitates objective

measurement, and then grows the proaction of the workers

much like a farmer grows crops - the strategist witnesses to

the growth of the organization crop.  The products which are

grown or produced include the enjoyment of the workers and

the world of consumers.  Thus we have an inner world of

worker enjoyment and an out-of-the-organization world of

satisfied consumers.

Getting and giving 

      The organization member must be nurtured (1) for



 

 

 

 

 

Workweb                                          Theory W 770

expert self-worker performance, and (2) for expert job

performance.  Said another way - there are two organizations

for the purpose of the individual's work.  First in

importance, there exists from science, and form religion,

the human organization.  Second in importance, there exists

all round the individual, from tradition, from culture, from

many descriptions, the human worker.  Correct workers are

needed everywhere, yet can the selfworker as their own

expert, find the correct place to work - for the

optimization of that individual's life?

      Thus the study of functional organization - foregoing

was the individual functional organization.  Here the study

 

focuses on the multi-individual or member organization.

 

      We are deluged with requests to give, give, give.  And

   we give generously.  But when we think of gifts to

   ourselves we feel guilty....unless the giver is deeply

   nurtured, there will be no real giving. (120 1)

      If you learn, teach.  If you get, give.  This or these

cycles usually begin with giving.  Yet giving can be

unbalanced.  And balance begins with what has to be

balanced, namely the human spirit.  That spirit for can also

 

____________________

 

      120 The Village Church (Dec 1994) Is it really more

blessed to give than to receive?  A talkÆ121æ scheduled

December 13.  The newsletter of the Village Singles,

vol.10,no.12.  Prairie Village KS: Author.

      121 Based on W.L.Molton - Friends, partners, and

lovers: a good word about marriage.  Subjects: Interpersonal

relations, self-actualization (psychology).



 

 

 

 

 

Workweb                                          Theory W 771

be called the soul, that special imprint, the heart of

emotions rather than the mechanical blood pumper.

      The human spirit can be better balanced with the use

of wisdom - the summary being a dozen spirit commandments.

      Friends provide comfort.  Partners provide synergistic

activity.  The ladder of basic human needs being existence,

relatedness, and growth.  That aim being good feelings of

joy, love, and freedom.

      Giving provides an investment whereby the spirit gets,

not necessarily from the same partners.  Some partnerships

result in net giving, others result in net getting.  And

learning always in motion, hopefully to be freed by respect,

encouragement, and challenge.  Thus scholarly teaching can

come to fruition.

      There is reading and there is reading.  In graduate

school at a first class meeting of a particular course, the

professor announced that we would read 50 books that

semester.122 Most of the students were instantly agitated.

Those students were being introduced to the art of skimming

for what you want to read - not in the biased sense, but in

the sense of research specificity.  A sort of optimization

in getting, yet avoiding the laborious giving of each

author.

      Religion can be seen to be divided into the categories

of corporate church and one's personal spiritual life.  The



 

 

 

 

 

Workweb                                          Theory W 772

advantage of this categorization focuses personal

responsibility unto one's own spiritual life.  Your local

library computerized catalog easily provides many listings

for "spiritual life."

      One prolific spiritual-life author had five books

listed.123 None of the books have indexes, thus quick

reading depends on the tables of content.

       One book123 has seven chapters.  Chapter two summed

the reason for personal existence - entitled as "Man

today: In search of identity."  Then, since the book's title

pointed to faith in God, chapter four offered specific

essentials - entitled as "The anatomy of faith."

      First let Webster's Third Edition Dictionary set the

stage for what the word God means to the world.  Note that

 

the words Lord and Christ also enter the setting.

 

      God: the supreme or ultimate reality: the Diety

   variously conceived in theology, philosophy, and popular

   religion; as

      a(1): the holy, infinite, and eternal spiritual

   reality presented in the Bible as the creator, sustainer,

   judge, righteous sovereign, and redeemer of the universe

   who acts with power in history in carrying out his

   purposes,

      (2): the eternal, invisible, arbitrarily omnipotent

   Lord of the worlds and final judge of all men presented

   in the Koran as all-knowing, just, compassionate,

   merciful, unchangeable,

 

____________________

 

      122 BGSU higher education administration PhD course.

      123 J.Powell (1975) A reason to live, a reason to

die: A new look at faith in God.  Niles IL: Argus.  And

others.



 

 

 

 

 

Workweb                                          Theory W 773

 

      b(1): the unchangeable perfect Being that is the first

   and final cause of the universe - compare DEISM,

      (2): the whole of the universe in its unity - compare

   PANTHEISM,

      (3): reality as opposed to appearance, ABSOLUTE

   PANTHEISM,

      (4): the creative, integrative,and redemptive process

   at work in the world that is the supremely worthful

   actuality of all existence and upon which all other forms

   of existence depend for life, meaning, freedom, purpose,

   value, and the realization of their highest destiny,

      (5): the one ultimate infinite reality that is pure

   existence, consciousness, and bliss without distinctions,

      (6) Christian Science: infinite Mind: the incorporeal

   divine Principle ruling over all as eternal Spirit,

      c(1): the Being supreme in power, wisdom, and goodness

   that men worship and to whom they pray, (2): the ideal or

   essence of what is best in human life.

 

      Lord 1: one having power and authority over others,

      a: a ruler by hereditary right or preeminence to whom

   service and obedience are due,

      b: one of whom a fee or estate is held in feudal

   tenure,

      c: a proprietor or owner of land or houses,

      d: a master of servants,

      e: HUSBAND,

      f: one that has achieved mastery by virtue of superior

   strength or conquest,

      g: a man who exercises leadership or great power in a

   particular business or occupation.

      2a: God, b: CHRIST, c: a man of rank or high position.

 

      Christ

      2b: an ideal and perfect type of humanity,

      2a: one who in his outlook or activities resembles

   Jesus (the legend of Thunupa, the Andean Christ, who was

   stoned to death and abandoned on a drifting raft for

   preaching virtue and goodness - F.D.deMedina),

      1: one who is accepted as the Messiah (this Jesus whom

   I proclaim to you, is the Christ - Acts 17:3 RSV),

      3 Christian Science: the ideal truth that comes as a

   divine manifestation of God to destroy incarnate error.

 

      Holy Spirit: God as present and active in the

   spiritual experience of man.

 

      Messiah: ...



 

 

 

 

 

Workweb                                          Theory W 774

      Obviously, the eyes of the beholder, has a range of

alternatives in choosing their definition.

      Beginning with the word Lord, the connotation of human

position belies the organization structure of formal

authority as opposed to functional authority.

      Those choosers with functional authority mindset, may

rightly identify with the ideas of strategy and mission in

the developing field of organizational behavior.  The old

version of these new ideas are vision and prophecy.  In

either case, new or old, organizations can be seen as aiming

to some target or goal.  That aim could be seen as Lord in

the sense of (a) preeminent rule, (b) held in line, (c)

propriety, (d) master, (e) cooperation, (f) strength, (g)

leadership, and (h) high or top position.

      In discussion with friend Harry a summary phrase came

to be, "Life is going my way."

      How can that be, to think that any one single

individual can control life?  Yes we can sire and bear

children, yet since we cannot scientifically replicate human

life, we say, "Human life comes from God."  Only because

science has not yet unlocked the secret.

      Does this mean that science will replace God?  "No,"

certainly not, yet more science within corporate church can

be useful.  Functional organization can play a formidable

role in the corporate church and personal spiritual life.



 

 

 

 

 

Workweb                                          Theory W 775

      Pick a spiritual basis of individuality - it could be

to review all of Powell's books - for that may represent the

core of a spiritual life, a wholly spirit, a soul as that

special human imprint.  That imprint comes from others -

family, job, church...  The expert worker should choose

those organizations which provide spiritual nurturing

      Not the imprint of being used - as Nancy, et.al., and

many jobs.

      Not the imprint of disrespect - as Marcia's woman

hater, and at times, in all jobs.

      The suggestion - give your self the very best.  That

involves knowing, finding, and getting the very best.  Thus

the study of what functions member-organizations are about,

and what they can be challenged to be about.

The we workweb 

      Organization permeates human life and the Theory W

workweb of functional organization provides a visual

synopsis of organization theory ending with a why-way view

of functional organization.

      Two individuals. When two individuals become members

as a coupled organization they take on the task

responsibility of the organization, not only for the

actualization of the organization, but also for the

actualization of the individual members.  Thus three or more

organizations exist.



 

 

 

 

 

Workweb                                          Theory W 776

      Two of the organizations can be represented by

individual workwebs.  The third organization has a WE

workweb.

      Many wewebs. Some, if not all, could also be

wee-webs.

      The latest weweb has who's of Harv and Sue.  Input

into the Theory W workweb structure becomes the following.

 

Table 112a - HO SM weweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why Who Whrs

___ __________ ______________ _____________ ___ ___ ____

 

 1  provide    residence      protection    3   ho

 2  provide    ho             residence     1   sm

 3  feel       physically     safer             sm

 3  feel       financially    safer             ho

____________________________________________________________

Note: 1995-6 arrangement.  The use of the duplicate act

number arises again.

 

      Can the workweb logic a non-coupled arrangement?

 

Table 112b - HO JF weweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why Who Whrs

___ __________ ______________ _____________ ___ ___ ____

 

 1  provide    residence      income        3   ho

 2  provide    ho             residence     1   jf

 3  feel       financially    safer             jf

 1  work       metro          singles           ho

____________________________________________________________

Note: Early 1995 arrangement.  The duplicate task number,

for logic purposes, seems to be a characteristic of the

member organization.

      Perhaps the duplicate act number means that a true



 

 

 

 

 

Workweb                                          Theory W 777

organization has not been represented - rather two

individual organizations have been combined in the same

 

table.

 

Table 112c - HO C weweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why Who Whrs

___ __________ ______________ _____________ ___ ___ ____

 

 1  share      inner          self          2   ho

 2  test       c              ability       3   ho

 3  apply      c-book         rules         5   ho

 4  provide    book           rules         3   c

 5  grow       beyond         past          6   ho

 6  live       full           life              ho

____________________________________________________________

Note: Early 1995 arrangement.

 

Table 112d - HO N weweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why Who Whrs

___ __________ ______________ _____________ ___ ___ ____

 

 1  saw        pastSelf       repeat        2   ho

 2  steward    n-work         assets        3   ho

 3  highlight  n              dependency        ho

 4  enjoy      n              dancing       5   ho

 5  experience physical       touching          ho

____________________________________________________________

Note: Early 1994 arrangement.

      One member can be seen as a provider and the other as

a taker.  Can the taker be the victim?  Probably when the

provider stops the providing.

Scientific management 

      Logic course. A college course, PH101, used a text

whose narrative of preface and appendix stressed the reason



 

 

 

 

 

Workweb                                          Theory W 778

 

for logic.  The following was gleaned.

 

Table 113a 

____________________________________________________________

 

Pre Verb       Descriptor     Noun          Act Source

___ __________ ______________ _____________ ___ ______

 

    present    logic          doctrine       1  vii

 1  see        3intellectual  acts           2  vii

 2  conceive   [valid]        concept[s]     2  270.4

 2  apprehend  divisioned     composition    2  270.4

 2  proceedTo  discursive     unknown        2  270.4

 2  live       artful         reason         3  269.1

 4  live       artful         reason         3  269.1

 6  live       artful         reason         3  269.1

    order      man's          actions        4  269.1

 3  exercise   easy/orderly   way            5  269.1

    logicIs    rational       science        6  269.1

____________________________________________________________

Note: A discarded version of task relationship

communication.  The table below uses the most recent

structure.

 

Table 113b - College logic 

____________________________________________________________

 

Act Why Verb       Descriptor     Noun          Source

___ ___ __________ ______________ _____________ ______

 

 1   2  present    logic          doctrine      vii

 2   3  see        3intellectual  acts          vii

 3   5  live       artful         reason        269.1

 5      exercise   easy/orderly   way           269.1

 2      conceive   [valid]        concept[s]    270.4

 2      apprehend  divisioned     composition   270.4

 2      proceedTo  discursive     unknown       270.4

 3      order      man's          actions       269.1

 3      logicIs    rational       science       269.1

____________________________________________________________

Note: The proximity of Act and Pre, or Act and Why, makes

possible an easier indention for the visualization of

structure.

      Religion versus technology. M.L.Adler (1991) Truth in

religion, and in his series of prior books has been



 

 

 

 

 

Workweb                                          Theory W 779

narrowing the focus to a prime mover [spirit] and to the

compatability of technology [science] fitting the umbrella

of the prime truth.

      Old Testament logic. Old Testament hierarchy and

 

individualism -

 

      Moses chose able men out of all Israel, and made them

   heads over the people, rulers of thousands, rulers of

   hundreds, rulers of fifties, and rulers of ten.  And they

   judged the people at all seasons:  the hard causes they

   brought unto Moses, but every small matter they judged

   themselves.  Exodus 18:25,26 (157 v)

      Above we see the head and body analogy of organization

and the hierarchy of numbers, where the rulers are

responsible for coordination (157 1) of "every human

 

association" to achieve the causes or the "common purpose."

      Organization's unique form. The forms of organization

"will vary according to the nature of the aim"(157 1) of the

organization.  The principles are "certain features

essential to all forms."(157 1)

      Common purpose coordination. Principle one, called

coordination, provides an orderly unity of action toward the

common purpose (157 5).  "Always, in every form of

organization...supreme authority must rest somewhere, else

there would be no directive for any coordinated

effort."(157 6) The direction of the organization equates

with aim and common purpose.

      Scalar theory. Principle two, called scalar, provides



 

 

 

 

 

Workweb                                          Theory W 780

a series of steps - something graded (157 14).  "Great

organizations differ from others only in that the [scalar]

chain is longer."(157 14) The scalar process has (1)

leadership to an idea (aim, etc.), (2) delegation of the

steps (work, tasks, acts, etc.), and (3) functional (task)

definition (157 15).

      Task definition, work steps, and product leadership

can be characterized as high technology.  One attempt at

integrating the formal organization hierarchy structure with

the technology structure proceeds as the matrix organization

structure (158 xvii).  Other structures are bureaucratic,

democratic, bottoms-up, middle-out, mixed, and

project/functional (158 1-5,18-28).  All in a setting of

turbulence (158 1-29).  Theory W avoids these entrances to

organization structure.

      Theory W is the theory of double-you concentrating on

the win as a noun - labor [work], acquisition [to one's

self], success, victory, gain, profit, joy, and happiness

(Webster's 2nd).  Theory W is a strategy structure -

strategy being the administrative process of moving from

mission (aim, superordinate goal, philosophy, etc.), to

objectives (management-by-objectives, variances-to-plan,

etc.), and then to individual worker action.  Which/what

actions are always undertaken for a coordinated why/win.

      The Theory W organization structure claims to be



 

 

 

 

 

Workweb                                          Theory W 781

rational (cause and effect) and thusly reasonable rather

than empirical (everyday experience or experiment).  A

strategic organization structure, like Theory W, wanes when

viewed from the social science view - "the theory of

organizations occupies an insignificant place in modern

social science."(161 1) Humans reduce risk by not choosing

to be, or strive to become, better organized.  And humans

erroneously view organization as eroding their freedom,

rather than seeing organization as a way to freedom.

      Rationality, choice, and freedom. Rationality, as

choice, centers within freedom.  Choice has consequence (a

ware) and uncertainty (161 137), if the chooser is wary.  To

know about one's organization is to think about the

cognitive aspects of subgoal (task) construction (161 151).

Workers are then assigned tasks as a division of work

(161 152-61).  Theory W also traces the why of work as well

as the way in which the ware is constructed.

      Organization propositions. Propositions of

organization behavior (161 6):  (1) members are passive

instruments, not initiating action, (2) members bring goals

to the organization causing incomplete parallelism, and (3)

members are choosers and problem solvers.  Types of

propositions (161 7):  (1) dependent variable(s) a function

of independent variable(s), (a) with a range of values, (b)

with non-ordered variable(s), (2) simple qualitative



 

 

 

 

 

Workweb                                          Theory W 782

anatomical statements, and (3) "a particular organizational

structure or process performs a particular function

(161 7-8) [goal, objective, task, action, and work in

 

general].

 

      Functional analysis, in this sense, is a fruitful tool

   for the study of self-maintaining systems.  (161 8)

      High prosperity after 1896...saw the crest of the

   first great wave of industrial empire building in the

   United States.  From the 1890's on, one of the basis

   challenges facing American industrialists was how to

   fashion the structures essential for the efficient

   administration of newly won business empires.  These

   enterprises, far too large to be managed by small family

   groups, came quickly to be administered by full-time

   professional managers.  In forming these administrative

   structures.  many organization builders first

   concentrated on the field unit, and on the factory rather

   than on the sales or purchasing office or the mine.  It

   was on this level that Frederick W.Taylor, Harrington

   Emerson, and the other advocates of scientific management

   expended nearly all their energies.  (162 24)

      The chapters of enteprise history reduce to the work

of accumulating resources and rationalizing the use of those

resources (162 386-96).  Factory-service, sales-marketing,

accounting-finance, and buying-distribution may well be able

to apply the accumulate-rationalize organization

 

strategy-structure lesson of history.

 

      Taylor's book is not merely the precursor of modern

   organization and decision theory, it is in many respects

   its origin...A seminal work, an often misinterpreted

   work, and an indispensible source of administrative

   theory.  (A.T.Dotson in 160 cover)

 

      Taylor system.

 

      Born in 1856, Taylor began work at age 18 as an

   apprentice to a pattern-maker and as a machinist.  A few

   years later he joined the Midvale Steel Company as a



 

 

 

 

 

Workweb                                          Theory W 783

 

   laborer, and in eight years rose to chief engineer.

   During this time he developed and tested what he called

   the task system, which became known as the Taylor System

   and eventually as scientific management.  He made careful

   experiments to determine the best way of performing each

   operation and the amount of time it required, analyzing

   the materials, tools, and work sequence, and establishing

   a clear division of labor...  (160 back cover)"

 

      Taylor was a neighborhood person.

 

      To all those who are sufficiently interested in

   scientific management, the writer would most heartily

   extend an invitation to come to his house when they are

   in the neighborhood of Philadelphia.  He will be glad to

   show them the details of scientific management as it is

   practiced in several establishments in Philadelphia.

   Inasmuch as the greater part of the writer's time is

   given up to forwarding the cause of scientific

   management, he regards visits of this sort as a

   privilege, rather than as an intrusion.  (159 144)

      So much did Taylor want to associate with people of

like kind - those interested in (1) careful experiment, (2)

the amount of time it required, (3) written analysis of

tools, (4) written analysis of work sequence, and (5)

establishing clear work division.  Thus is founded Theory W

- in the spirit of Taylor and Emerson.

 

      Central task.

 

      The first object of any good system must be that of

   developing first-class men...(159 7)

      To do this, several elements are proven - (1) the

measured "efficiency [and effectiveness] in almost all of

our daily acts," (2) the "efficiency [and effectiveness

that] lies in systematic management," and (3) "our simplest

individual acts [within] our great corporations, which call



 

 

 

 

 

Workweb                                          Theory W 780

for the most elaborate cooperation.(159 7)"

 

      Good feelings.

 

      The most prominent single element in scientific

   management is the task idea.  The work of every workman

   is fully planned out by the management at least one day

   in advance, and each man receives in most cases complete

   written instructions, describing in detail the task which

   he is to accomplish, as well as the means to be used in

   doing the work.  And the work planned in advance

   constitutes a task which is to be solved, not by the

   workman alone, but in almost all cases by the joint

   effort of the workman and management.  (159 39)

Worker effectiveness 

      On the job. A worker under load has optimum

effectiveness at 43% efficiency (159 57) for a ten hour day

(159 61).  In another situation, a worker has optimum

effectiveness when being under load 58% of the job-day

(159 58).  On a 168 hour week basis, assuming a six day job

and no other job, the workers above would have 15% and 21%

work efficiency in accomplishing effectiveness (a yes answer

to the question of task completion).  The task completion

can then be graded resulting in another scientific

management variable.

 

      Better workers.

 

      The most important of all the results attained was the

   effect on the workmen themselves.  Out of 140 workmen

   only two were said to be drinking men.  The fact is that

   a steady drinker would find it almost impossible to keep

   up with the pace that was set, so that they were

   practically all sober.  Many, if not most of them, were

   saving money, and they all lived better than they had

   before.  (159 71-2)

      The focus of the task system was on the win, both for



 

 

 

 

 

Workweb                                          Theory W 785

the individual and the organization.

 

      The ageless task idea.

 

      There is absolutely nothing new in the task idea.

   Each one of us will remember in his own case this idea

   was applied with good results [somewhere] in his

   schoolboy days.  No efficient teacher would think of

   giving a class of students an indefinite lesson to learn.

   Each day a definite, clear-cut task is set by the teacher

   before each scholar, stating that he must learn just so

   much of the subject; and it is only by this means that

   proper, systematic progress can be made by the students.

   The average boy would go very slowly if, instead of being

   given a task, he were told to do as much as he could.

   All of us are grown-up children, and it is equally true

   that the average workman will work with the greatest

   satisfaction, both to himself and to his employer, when

   he is given each day a definite task which he is to

   perform in a given time, and which constitutes a proper

   day's work for a good workman.  This furnishes the

   workman with a clear-cut standard, by which he can

   throughout the day measure his own progress, and the

   accomplishment of which affords him the greatest

   satisfaction.  (159 120-1)

      Teachers must know something about their expert

 

workers.  Does the organization work in a functional way?



 

 

 

 

 

Workweb                                          Theory W 786

 

Table 114 - College-student workers 

____________________________________________________________

 

                                1976    1985    change

                                ____    ____    ______

 

ACT -   English                 17      17

        Mathmatics              16      13      -3

        Social Sciences         17      15      -2

        Natural Sciences        20      19      -1

 

High School GPA                 2.8     2.9     +0.1

 

Expect to work                  49%     50%     +1

 

Need help with

        Mathmatics              46%     48%     +2

        Study Skills            37%     39%     +2

        Ed and voc plans        47%     46%     -1

        Reading                 26%     24%     -2

        Writing                 33%     30%     -3

        Personal Counseling     31%     12%     -19

 

                F85-S86       F86-S87       F85-F86

                _______       _______       _______

Freshmen         -26%          -24%

Freshmen                                     -52%

____________________________________________________________

Source: Concord College (1987) NCA self-study report.  Table

III.1, Freshmen characteristics, p.40.  Figure 2.4, Student

attrition data, p.222.

      Functional relations. The terms are different in

 

industry.

 

      One of these teachers (called the inspector) sees to

   it that he understands the drawings and instructions for

   doing the work.  The second teacher (the gang boss) shows

   him how to setup the job in his machine, and teaches him

   to make all of his personal motions in the quickest and

   best way.  The third (the speed boss) sees that the

   machine is run at the best speed and that the proper tool

   is used in the particular way which will enable the

   machine to finish its product in the shortest possible

   time.  The workman receives orders and help from four

   other men...repair boss...time clerk...route



 

 

 

 

 

Workweb                                          Theory W 787

 

   clerk...disciplinarian...(159 124-5)

 

      Taylor-type actualization.

 

      He is quickly given the very best knowledge of his

   predecessors; and, provided with standard implements and

   methods which represent the best knowledge of the world

   up to date, he is able to use his own originality and

   ingenuity to make real additions to the world's

   knowledge, instead of reinventing things which are old.

   (159 126)

 

      A different approach to freshman education.

 

Figure 73 - Student as expert worker 

____________________________________________________________

 

you are an individual not a statistic           WHO

                                                WHAT

future results can be changed                   WHY

                                                WAY

helping relationships                           WORK

                                                WHOLEhours

we / come                                       WELCOME

 

we is a collection and cooperation of individuals

 

come to a relationship of timed work tasks

____________________________________________________________

Note: Author's invention - 1987-8 school year.

      From a book INVITING SCHOOL SUCCESS:  A SELF-CONCEPT

 

APPROACH TO TEACHING AND LEARNING (1978).

 

      Everything the teacher does, as well as the

   manner...incites...response in some way...John Dewey in

   How We Think (1933 p.59).  William James (1890) commented

   long ago:  "No more fiendish punishment could be devised,

   were such a thing possible, than that one should be

   turned loose in society and remain absolutely unnoticed

   by all the members thereof"(p.179).  Martin Buber - "Man

   wishes to be confirmed in his being by man...(1965 p.71).

   Teaching machines and programmed materials have an

   important place in education, but they are poor

   substitutes for an inviting human relationship.  As

   Jourard (1968) has indicated, teaching is a way of being

   with people.  It is this being-with process that is most



 

 

 

 

 

Workweb                                          Theory W 788

 

   likely to have the greatest impact on students' ideas

   about themselves and their abilities.  Even more than

   being-with, the concept of an invitation suggests a

   bidding to be somewhere, to look ahead to tomorrow's joy

   and fulfillment, to have something to live FOR and to

   look forward TO.  (p.16)

 

      Divisions of sci management.

 

      This whole combination...constitutes scientific

   management...[1] science, not rule of thumb [2] harmony,

   not discord [3] cooperation, not individualism [4]

   maximum output, in place of restricted output [5] the

   development of each man to his greatest efficiency and

   prosperity.  (159 140)



 

 

 

 

 

Workweb                                          Theory W 789

 

Table 115 - Hi-tech teaching 

____________________________________________________________

 

Syllabi   BA course at the 20 class hour juncture

Grade     100-1       206-1       206-32      400-1

----- f   ---------   ---------   ---------   ---------

     --   Points per the syllabus

A         1301        1227        1227        1100

B         1156        1090        1090         977

C         1011         954         954         856

D          867         818         818         733

 

          Student points, hours, and curved grades

          1694 30 A   1235 33 A   1283 38 A   1156 36 A

          1644 44 A

          1640 41 A

          1490 31 A

          1416 22 A

A    14   1366 24 A

B         1286 33 B   1120 33 A   1228 58 A   1079 19 B

          1270 36 B               1216 49 A   1064 16 B

          1260 28 B               1148 44 A   1050 16 B

          1218 41 B               1132 45 A   1038 19 B

          above averaged 1.7:1 study hour per class hour

B    17                                       1012 13 B

C         1142 14 C   1082 37 B   1059 40 B    976 25 B

          1141 23 C   1060 28 B   1010 28 B    965 12 B

          1129 21 C   1040 15 B    960 20 C    896 11 C

          1125 21 C   1005 37 B                861 20 C

                       984 22 C

C    21   1062 24 C    957 10 C

          below averaged 0.5:1 study hour per class hour

D         1004 17 C    923 20 C    917 22 C    847  8 C

           918 20 D    878 26 D    915 21 C    846 10 C

           903  7 D                848 30 D    840  9 C

                                               814 14 C

                                               810  7 C

                                               800 11 C

                                               800  8 C

D     6                                        743  8 D

F                      771 20 D    647  8 F    710 11 F

      3                                        642  8 F

____________________________________________________________

Source: Otto's Wesley spring 89 mid-semester grade curve.



 

 

 

 

 

Workweb                                          Theory W 790

 

      High technology.

 

      This increase in the productivity of human effort...is

   due...to inventions, great and small, and to the progress

   in science and education.  It is to the greater

   productivity of each individual that the whole country

   owes its greater prosperity.  (159 141)

      Theory W dedicates to higher productivity of each

member within the context of a structured functional

 

organization.



 

 

 

 

 

                                                Theory W 791

 

Chapter 13 - Business case studies 

 

      Industrial study

      Transportation study

      Government study

      General exposure

      Summary.  Everyone experiences functional

organization, but not everyone can document functional

organization in a manner which facilitates communication

toward rational organization improvement.

      This chapter uses the Theory W methodology of previous

chapters to study the communicable documentation of several

business organizations using pure functional structure.

      Next.  Chapter 14 uses Theory W methodology to

communicate the documentation of several education

organizations.

Industrial study 

      Mercury Marine.  Product completion in the eyes of the

engineer results from a miniature strategic plan called a

bill of material - material and work are billed against the

 

completion plan.  Reference a race engine.



 

 

 

 

 

Business                                        Theory W 792

 

Figure 74 - Bill of material 

____________________________________________________________

____________________________________________________________

Note: One of 37 pages.

      Reference to project planning has occured in an

earlier chapter - a 1975 input mechanism follows.  Modern

 

database input can be as direct as security permits.



 

 

 

 

 

Business                                        Theory W 793

 

Figure 75 - Input mechanism 

____________________________________________________________

____________________________________________________________

Note: 1975 remote batch input.

      Schenk Trebel. The study of this functional

organization can be illustrated with four views of function

- (1) traditional graphical flowchart, (2) an explanation of



 

 

 

 

 

Business                                        Theory W 794

the transition to a job description database, (3) part of

the job description database, and (4) a tabular presentation

 

of position number 400 - before and after.

 

Figure 76 - Materials control chart 

____________________________________________________________

____________________________________________________________

Note: Report page 57.



 

 

 

 

 

Business                                        Theory W 795

 

Figure 77 - Charts vs workweb 

____________________________________________________________

____________________________________________________________

Note: Report page A1.



 

 

 

 

 

Business                                        Theory W 796

 

Figure 78 - Worktask database 

____________________________________________________________

____________________________________________________________

Note: Report page A2.



 

 

 

 

 

Business                                        Theory W 797

 

Figure 79a - Position 400 

____________________________________________________________

____________________________________________________________

Note: Report pages A20-A26.



 

 

 

 

 

Business                                        Theory W 798

 

Figure 79b - Position 400 

____________________________________________________________

____________________________________________________________

Note: Report pages A20-A26.



 

 

 

 

 

Business                                        Theory W 799

 

Figure 79c - Position 400 

____________________________________________________________

____________________________________________________________

Note: Report pages A20-A26.



 

 

 

 

 

Business                                        Theory W 800

 

Figure 79d - Position 400 

____________________________________________________________

____________________________________________________________

Note: Report pages A20-A26.

 

 

 

 

 

Business                                        Theory W 801

 

 

Figure 79e - Position 400 

____________________________________________________________

____________________________________________________________

Note: Report pages A20-A26.



 

 

 

 

 

Business                                        Theory W 802

 

Figure 79f - Position 400 

____________________________________________________________

____________________________________________________________

Note: Report pages A20-A26.



 

 

 

 

 

Business                                        Theory W 803

 

Figure 79g - Position 400 

____________________________________________________________

____________________________________________________________

Note: Report pages A20-A26.

      General Electric. We have already seen Alice's job

description in a previous chapter as before and after

scenarios.  She was a member of the GE organization.

      Additionally the materials management system was

studied for clarity - specifically because the production

planner in the job, well-outperformed all fillins.  There



 

 

 

 

 

Business                                        Theory W 804

were no secrets uncovered, he just did his job logically.

He had a head on his shoulders even though he had no college

education.

      The study was documented with flow diagrams and sample

 

documents.  The flow charts follow.

 

Figure 80a - Plastics workweb 

____________________________________________________________

____________________________________________________________

Note: Appendix A of report.



 

 

 

 

 

Business                                        Theory W 805

 

Figure 80b - Plastics workweb 

____________________________________________________________

____________________________________________________________

Note: Appendix A of report.



 

 

 

 

 

Business                                        Theory W 806

 

Figure 80c - Plastics workweb 

____________________________________________________________

____________________________________________________________

Note: Appendix B of report.



 

 

 

 

 

Business                                        Theory W 807

 

Figure 80d - Plastics workweb 

____________________________________________________________

____________________________________________________________

Note: Appendix B of report.



 

 

 

 

 

Business                                        Theory W 808

 

Figure 80e - Plastics workweb 

____________________________________________________________

____________________________________________________________

Note: Appendix D of report.



 

 

 

 

 

Business                                        Theory W 809

 

Figure 80f - Plastics workweb 

____________________________________________________________

____________________________________________________________

Note: Appendix D of report.



 

 

 

 

 

Business                                        Theory W 810

 

Figure 80g - Plastics workweb 

____________________________________________________________

____________________________________________________________

Note: Appendix E of report.

      The corresponding Theory W structure would be

constructed in database format and kept current with weekly

member review and input.

Transportation study 

      Student document. The figure below exemplifies a

 

student beginning to logic the task flow of an organization.



 

 

 

 

 

Business                                        Theory W 811

 

Figure 81 - UPS workweb 

____________________________________________________________

____________________________________________________________

Note: 4-25-89.

Government study 

      Previously, NW's worktime in whole hours was reviewed

and validated as reliable.

      Her organization was the Ohio Rehabilitation Services

Commission.  A Theory W structure of that organization

 

follows.



 

 

 

 

 

Business                                        Theory W 812

 

Table 116 - ORSC annual report workweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why Who Whrs

___ __________ ______________ _____________ ___ ___ ____

 

1   provide    disabled       tools         3   RSC a

2   provide    disabled       skills        3   RSC a

3   provide    independent    job           4   RSC a

4   achieve    assisted       potential     5   client

5   report     annual         achievement   6   RSC

6   represent  helping        people        7   RSC

7   justify    spent          taxes         0   RSC

____________________________________________________________

Source: Ohio Rehabilitation Services Commission 1985 annual

report.

      a See NW's worknet in previous chapter.

General exposure 

      Just as the above GE flowchart was networked, so to

 

can the following be networked with Theory W principles.

 

Figure 82 - Network plan 

____________________________________________________________

____________________________________________________________

Note: (170 274) Fig.12-4 titled "Network plan for servicing

an automobile."

      However, Theory W uses more challenging examples for

testing.

      The above can be seen as a node network.  The



 

 

 

 

 

Business                                        Theory W 813

 

following can be seen as a task network.

 

Figure 83 - Task network 

____________________________________________________________

____________________________________________________________

Note: (170 221) Fig.9-10 titled "Integration of an

organization's work and managing systems."

      Again, in realistic application, the network becomes

 

impossible to handle in a practical setting.



 

 

 

 

 

Business                                        Theory W 814

 

Figure 84a - Graphic complexity 

____________________________________________________________

____________________________________________________________

Note: (122 202) Fig.9-2 titled "Decision flow in

product-market strategy formulation."



 

 

 

 

 

Business                                        Theory W 815

 

Figure 84b - Graphic complexity 

____________________________________________________________

____________________________________________________________

Note: (122 203) Fig.9-2 titled "Decision flow in

product-market strategy formulation."

      The Theory W workweb structure can be applied across

department lines, directly networking one expert-worker with

 

another in a different department.



 

 

 

 

 

Business                                        Theory W 816

 

Figure 85 - Far reaching capacity 

____________________________________________________________

____________________________________________________________

Note: (41 549) Fig.31-11 titled "Effects of decision on the

work in other departments."

 

      Plus the workweb can be applied to the individual.



 

 

 

 

 

Business                                        Theory W 817

 

Figure 86 - Individualization capacity 

____________________________________________________________

____________________________________________________________

Note: (146 271) Fig.17-2 titled "Manager development in a

matrix environment."

      Then there arises THE card game - bridge - as defined

by the Goren system.124 Interestingly, Theory W can model

 

the card playing system.

 

____________________

 

      124 C.H.Goren (1985) Goren's new bridge complete.

New York:  Doubleday.



 

 

 

 

 

Business                                        Theory W 818

 

Table 117 - Bridge workweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Why Writ

___ __________ ______________ _____________ ___ ____

 

1   count      5cMajor        points        6   5

2   count      highest        unguarded     6   6

3   count      ace            numbers       6   6

4   count      game           points        6   6

5   count      13point        Qtricks       6   7

6   choose     opening        suit          ... 7

____________________________________________________________

Source: Goren's New Bridge Complete, page number shown

above.



 

 

 

 

 

                                                Theory W 819 

 

Chapter 14 - Education case studies 

 

      Control by another name

      Tabor college

      Wesley college

      Concord college

      Benedictine college

      Summary.  Chapter 14 uses Theory W methodology to

communicate the documentation of several education

organization functional structures.

      Next.  Chapter 15 looks at the topic of experimental

modeling, the design of a Theory W case model, and the

 

testing of such a model.

Control by another name 

      In the education industry the word control or

controller gives way to the idea of functional authority of

mission or vision.  Thus one does not apply spending control

or mission control, but rather performs a spending report

function tied to the vision or mission of the organization.

Control comes to the fore only in one-on-one meetings with

the boss or spender.

      Formal org role. Most individuals rely on the formal

organization for structure - they are told what to do.  But

what happens if the formal organization does not take

administrative responsibility for the organization

functions?  Productivity and synergism may be found at a

lowered level.  For the amount of input, output may be low -

like the previous chapter's table on freshman attrition.



 

 

 

 

 

Education                                       Theory W 820

      Thus to enhance productivity and synergism, the formal

organization may promote responsibility for the

organization's functions.

      Peer facilitation. Orientation texts and courses

guide the college student to spend two hours of study

outside of class for each hour of class time - usually a 50

minute class hour.

      Simply by focusing student attention on study and

cooperation, the author raised student study time by 15%.

Tabor mission 

      Tabor College invited the author to interview for a

faculty position.  He was curious about their functional

 

structure and his performance to fit same.



 

 

 

 

 

Education                                       Theory W 821

 

Table 118 - Tabor workweb 

____________________________________________________________

 

       Work task description             Performance?

    ________________________________ Way ____________

Act                                  act

no.    Verb Descriptor Noun          no.     Reference

___ _______ __________ _____________ ___     _________

 

1  minister people     needs           3     (4)

2  match    MBbiblical understanding  20 no  (4)

3  raise    persons'   JCservice       5     (4)

4  support  Christian  context       2 7     (4)

5  offer    LA-P/C     education  6 9 21     (4)

6  understd LPHLAs-AS  knowledge   10 11 yes (5.1)

7  understd webbed     knowledge      12 yes (5.2)

8  understd worth      systems           yes (5.3)

9  choose   viable     career         15 yes

10 understd inquiry    methods           yes (6.4)

11 understd creative   arts              yes (6.5)

12 practice independt  scholarship    14 yes (6.6)

13 practice            fourRs            yes (6.7)

14 use      personal   resource       17 yes (6.8)

15 raise    healthy    relatedness    16 yes (6.1)

16 seek     student    views             yes (6.2)

17 balance  self       activity    24 25 yes (6.3)

18 understd Jesus      love              yes (6.4)

19 choose   life       responsibility 22 yes (6.5)

20 mold     MBchurch   workers         5     (7.1)

21 provide  career     skills       6 13 yes (7.2)

22 show     self       organization    6 yes (7.3)

23 show     lifelong   learning       18 yes (7.1)

24 fulfill  teaching   function       23 yes

25 enrich   personal   lives          19 yes (7.2)

____________________________________________________________

Note: () = Tabor 1990 catalog page and item number.

      JC = Jesus Christ

      LA = Liberal Arts

      MB = Mennonite Brethern

In review years later, evidence of scholarship was not

sufficient to pass faculty query.

Wesley college  



 

 

 

 

 

Education                                       Theory W 822

 

Table 119 - WC workweb 

____________________________________________________________

 

Act Verb      Descriptor Noun         Why Who Writ  Whrs

__ __________ __________ _____________ __ __ ______ ____

1  realize    wesley     purpose          Ot 1.4.3b n

2  prepare    career     students      1  Ot 1.4.1a

3  prepare    graduate   students      1  Ot 1.4.1a

4  prepare    life-long  students      1  Ot 1.4.1a

5  provide    continuing education     1  Ot 1.4.1b

6  concern    individual student       1  Ot 1.4.1c

7  ensure     teaching   excellence    1  Ot 1.4.1d

8  support    wellness   program       1  Ot 1.4.1e

9  acclimate  entering   student       1  Ot 1.4.2a

10 facilitate each       student       1  Ot 1.4.2b

11 create     academic   environment   1  Ot 1.4.2d

12 encourage  individual student       1  Ot 1.4.2e

13 offer      organized  leadership    1  Ot 1.4.2f

14 experience education  benefit       15 St 1.4.3b

15 organize   public     relations     16 De 1.4.4a

16 raise      wesley     friends       1  Di 1.4.4b

17 promote    internal   communication 1  Di 1.4.4d

18 write                 syllabi       22 Ot

19 decode                materials     20 St

20 encode                evidence      14 St

21 accomplish knowledge  sequence      19 St

22 receive               assignment    21 St

____________________________________________________________

Source: Wesley college (1987) Programs of study.  In

BULLETIN 1987-88.  Dover DE: WC.  Pages 48-9,58-9.

Concord college 



 

 

 

 

 

Education                                       Theory W 823

 

Table 120 - Structuring while reading 

____________________________________________________________

 

Act       Verb   Descriptor   Noun            Page Item

___ __________ ______________ _______________ ____ ____

 

1      provide   curriculum   opportunity     2    1.1

2         meet   admission    requirements    2    1.2

3    structure     course     sequence        2    1.3

4    methodize  research and  problem solving 2    1.5

5      develop   knowledge    synthesis       2    1.6

6         hold  performance   standards       2    1.7

7    introduce    advanced    academics       2    1.8

8      instill    lifelong    learning        2    1.9

9      instill self directed  learning        2    1.10

10    identify    personal    goals/means     2    2.1

11      expand  open/honest   relationships   2    2.2

12        help  student self worth/confidence 2    2.3

13      assist      self      understanding   2    2.4

14       model   effective    conduct         2    2.5

15     respect                others          2    2.6

16   encourage                others          2    2.7

17     provide     civil      heritage        2    2.8

18     develop      arts      appreciation    2    2.9

19      advise    careers     development     3    3.1

20  contribute     course     content         3    3.2

21   implement      new       programs        3    3.3

22     provide   out reach    courses         3    4.1

23      serve business public organizations   3    4.2

24     provide  consultative  service         3    4.3

25 communicate      new       developments    3    4.4

26      access    college     facilities      3    4.5

27    maintain                trust/respect   3    5.1

28    maintain  open/candid   communication   3    5.2

29    maintain      goal      congruence      3    5.4

30      create     campus     government      3    5.5

31       teach    decision    effectees       3    5.6

32     explore      all       facets          4    5.7

33        hear   differing    viewpoints      4    5.8

34   encourage  responsible   participation   4    5.9

35      create    free est    atmosphere      4    5.10

36     sponsor   curricular   innovation      4    6.1

37   encourage   off-campus   learning        4    6.2

38   recognize                bosses          4    7.1

39     balance                cost/quality    4    7.2

40       apply  fin.analysis  techniques      4    7.3

41   encourage  professional  integrity       4    7.4

42        view    graduate    success         4    7.5



 

 

 

 

 

Education                                       Theory W 824

____________________________________________________________

Source: Concord catalog? Perhaps BC, BGSU, Terra, or Wesley.

      Colleges attract residential and continuing education

students from their market.  When students as consumers from

the marketplace enroll, many become part of the community.

Many communities, however, are formal organization oriented

thus the students lose their consumer marketplace status in

the eyes of the should-be strategist who should witness the

 

organization's product grow to completion.



 

 

 

 

 

Education                                       Theory W 825

 

Table 121 - Concord workweb 

____________________________________________________________

 

Act      Verb  Descriptor Noun   Source Way         Who When

__ __________ ___________ __________ __ ___________ ___ ____

 

 1 foster     individual  growth     c5 2           fac w

 2 provide                education  c5 4 5 6 12 34 adm

 3 follow     WV          constitut  c5 2           adm

 4 accommodate 121        fac/staff  c5             adm y

 5 encourage  individual  achieve       2           fac r

 6 view                   world      c5 7 8 9 10 11 fac w

 7 view                   people     c5             fac w

 8 view                   problems   c5             fac w

 9 view                   beauties   c5             fac w

10 view                   opportun   c5             fac w

11 view       physical    features   c5             fac w

12 challenge              students   c5 4 13        fac r

13 provide    degree      opportun   c5 14 15 16 17 cha y

14 provide    deficiency  remedies   c5             adm y

15 ensure     humanities  knowledg   c5             fac w

16 ensure     social.sci  knowledg   c5             fac w

17 help       knowledge   depth      c5 18          fac w

18 provide    academic    discipli   c5 20          cha y

19 provide    two         faculty    a  19          cha y

20 follow     No.Central  guidelin   a              cha y

21 introduce  research    methods    c5             fac w

22 introduce  prob.solve  methods    c5             fac w

23 synthesize knowledge   sources    c5             fac w

24 hold       performance standard   c5             fac w

25 instill    life long   learning   c5             fac w

26 promote    self.direct learning   c5             fac w

27 assure     personized  educatio   c5             fac w

28 give       achievement opportun   c5             fac w

29 measure    fulfillment success    c5             fac w

30 attain     individual  achievem   c5 30          stu w

31 maintain   phy.mental  health        32          fac r

32 choose     pointed     action        33          fac r

33 know       your        self          2           fac r

34 form       evaluation  team       t3 32          dea t

35 attain     NC          accredit   t3 34          dea

____________________________________________________________

Source: Concord catalog and The concordian.

      Interesting to note that the priority scheme of the

database was of seven divisions - Routine, Weekly, Monthly,



 

 

 

 

 

Education                                       Theory W 826

Quarterly, Half year, Yearly, Ten years.

      Specificity search. The performance of tasks by any

worker toward the actualization of organization goals

depends upon and, in large measure, is caused by the

visibility of the work to be accomplished.  The worker must

know the organization's expectations in order to perform.

      Faculty workers are no exception, in fact, due to the

independence and the academic freedom of faculty, the

visibility of work can be seen as more important.  The

complexity brought about by accelerating knowledge in the

area of business, economics, teaching method, and

administration is a certain challenge.  Students, in a

sense, are controlled by syllabi.  And assembly line workers

are controlled by the speed and demands of the line.  For a

faculty also, it is all too easy to be controlled by the

chronological flow of textbook lessons.  But the

U.S.Constitution and Concord's philosophy statement provide

a adequate mission.  The U.S.Constitution provides a clear

mission.

      Theory W's functional verb-noun scheme attempts to

enhance the visibility of work in all of our organizations,

including our self.  Delimiting, fo now, to the faculty

arena, the visibility of work is hypothetically enhanced by

combining database technology with the Theory W functional

approach and using the data gleaned from Concord's Faculty



 

 

 

 

 

Education                                       Theory W 827

Handbook (reference number 137, 1981) obtained 8/17/87.  A

last-in first-out (LIFO) work implementation scheme

prevented the presentation of evidence until long after the

1987 holiday break of this analysis.

      The Theory W approach gleans the what of strategy,

policy, and implementation from the indicated references and

re organizes that what (or those tasks) into a why-how(way)

relationship.  The result provides 1) the logic of why work

is done, 2) who is to do the work, and 3) a yes or no

performance evaluation checklist.  Thus we know why the work

is necessary, who is assigned what, and the way in which the

 

work is accomplished.

 

Table 122 - CC faculty handbook workweb 

____________________________________________________________

 

Act Verb       Descriptor  Noun         Way      Who Writ

___ __________ ___________ ____________ ________ __ _______

 

1   provide    curriculum  opportunity  27       Ot 137.2a1

2   meet       admission   requirements 28       Ot 137.2a2

3   structure  course      sequence     4  5  7  Ot 137.2a3

4   methodize  research &  problem solv 0        Ot 137.2a5

5   develop    knowledge   synthesis    17 18 20 Ot 137.2a6

6   hold       performance standards    30 58    Ot 137.2a7

7   introduce  advanced    academics    25 56 59 Ot 137.2a8

8   instill    lifelong    learning     9  37    Ot 137.2a9

9   instill    self direct learning     10 14    Ot 137.2a10

10  identify   personal    goals/means  11       Ot 137.2b1

11  expand     open/honest relationship 28       Ot 137.2b2

12  help       student/sel worth/confide2  20    Ot 137.2b3

13  assist     self        understandin 6  12    Ot 137.2b4

14  model      effective   conduct      38 56 57 Ot 137.2b5

15  respect                others       52       Ot 137.2b6

16  encourage              others       0        Ot 137.2b7

17  provide    world       heritage     0        Ot 137.2b8

18  develop    arts        appreciation 0        Ot 137.2b9

19  advise     careers     development  27       Ot 137.3c1



 

 

 

 

 

Education                                       Theory W 828

 

20  contribute course      content      14       Ot 137.3c2

21  implement  new         programs     3  36    Ot 137.3c3

22  provide    out reach   courses      37       Ot 137.3d1

23  serve      bus./public organization 22       Ot 137.3d2

24  provide    consultativ service      23       Ot 137.3d3

25  communicat new         developments 26 32    Ot 137.3d4

26  access     college     facilities   0        Ot 137.3d5

27  maintain               trust/respec 15 27    Ot 137.3e1

28  maintain   open/candid communicatio 16 33    Ot 137.3e2

29  maintain   goal        congruence   11 28    Ch 137.3e4

30  create     campus      government   34       Ot 137.3e5

31  communicat decision/cheimpact       24 20    Ot 137.3e6

32  explore    all         facets       28 33    Ot 137.4e7

33  hear       differing   viewpoints   0        Ot 137.4e8

34  encourage  responsible participatio 35 38    Ot 137.4e9

35  create     most free   atmosphere   53       Ot 137.4e10

36  sponsor    curricular  innovation   38       Ot 137.4f1

37  encourage  off-campus  learning     54       Ot 137.4f2

38  recognize              leadership   31       Ot 137.4g1

39  balance                cost/quality          Ot 137.4g2

40  apply      finan. anal techniques            Ot 137.4g3

41  encourage  professiona integrity             Ot 137.4g4

42  view       graduate    success               Ot 137.4g5

43  identify   course      subject               Ot 137

44  assign     scheduled   classes               Ot 137

45  report     advisor     non contact           Ot 137

46  define     choosing    self         60       Ot 137

47  define     continuous  learning              Ot 137

48  attend     student     functions             Ot 137

49  assign     function    attendance            Ot 137

50  research   student     attention             Ot 137

51  propose                hypothesis            Ot 137

52  respect                self         6        Ot 137

53  develop    open        system       28       Ot 137

54  assemble   ed services plan         55       Ot 137

55  limit      25% release time         0        Ot

56  pursue     PhD         degree       0        Ot

57  spend      music       time         0        Ot

58  organize               work         0        Ot

59  structure  advanced    learning     0        Ot

60  fortify                self        61 62 211

61  experience             emotions     0

62  ask                    why          0

63  study      faculty     handbook                 1.1A

64  provide    faculty     duties                   1.1A

65  suggest    handbook    improvement              1.1A

66  direct     individual  education                1.1B

67  enhance    personal    worth                     .1B

68  enhance    potential   function                  .1B



 

 

 

 

 

Education                                       Theory W 829

 

69  enhance    benefit     ability                   .1B

70  offer      career      program                   .1B

71  offer      graduate    program                   .1B

72  measure    program     demand                    .1B

73  offer      needed      program                   .1B

74  acquire                resources                 .1B

75  develop    student     academics                 .1B

76  develop    student     career                    .1B

77  develop    student     intellect                 .1B

78  develop    student     personal                  .1B

79  develop    student     socials                   .1B

80  pursue                 scholastics               .1B

81  maintain   curriculum  innovation                .1B

82  help       discipline  choice                    .2b4

83  meet       career      needs                     .3c3

84  operate    resource    center                    .3d4

85  seek       faculty     advice                Pr  .6

86  manage     academic    affairs      87 91    De  .6

87  seek       faculty     recommendati 115      De  .6

88  allocate               funds                 De  .6

89  lead       academic    review                De  .6

90  direct     advisor     program               De  .6

91  encourage  faculty     improvement  92       De  .6

92  supervise              chairs       117      De  .6

93  maximize   teaching    effectivenes          Ch  .6c.a

94  coordinate department  programs              Ch  .6c.b

95  lead       improvement seeking               Ch  .6c.c

96  write      faculty     effectivenes          Ch  .6c.d

97  arrange    chair       evaluation            Ch  .7e

98  recommend              termination           Ch  .7f

99  recommend              salaries              Ch  .7g

100 recommend              budget                Ch  .7h

101 administer             spending              Ch  .7h

102 recommend              promotions            Ch  .7i

103 coordinate class       schedule              Ch  .7j

104 assign                 facilities            Ch  .7k

105 hold       monthly     meetings              Ch  .7l

106 invite                 input                 Ch  .7l

107 represent              division              Ch  .7m

108 forward    majority    opinion               Ch  .7m

109 initiate   academic    functions             Ot  .7Da

110 review                                       Ot  .7Da

111 implement                                    Ot  .7Da

112 narrow     faculty     discipline            Ot  .8b

113 coordinate policy      recommendati          Ot  .8b

114 supervise  policy      implementati          Ot  .8b

115 perform    4 listed    obligations  196      Ot  .8c

116 shape      chair       decisions    115      Ot  .8c

117 represent              faculty      118      Ot  .8c



 

 

 

 

 

Education                                       Theory W 830

 

118 reflect    division    faculty      116      Ot  .8c

119 coordinate policy      recommendati          Ot  .8c

120 integrate  policy      implementati          Ot  .8c

121 consult    professiona faculty               Ot  .8c

122 maintain   professiona standards                 .10pre

123 facilitate effective   operation                 .10pre

124 recommend              courses                   .10.3.1

125 review     existing    curriculum                .10.3.1

126 meet       student     needs                     .10.3.1

127 direct     division    program                   .10.3.2

128 communicat unit        work                      .11.3.2

129 encourage  professiona growth                    .11.3.2

130 call       confidence  vote                      .11.3.2

131 choose     reasonable  participatio              .25

132 track      professiona time                  Ot

133 track      professiona documents             Ot

134 provide    learning    opportunity           Ot  .25A

135 avoid      unfair      appearance            Ot  .25A

136 prohibit   factional   cause                 Ot  .25A

137 encourage  individual  consultation          Ot  .26A

138 accept     course      questions             Ot  .26A

139 confirm    learning    situation             Ot  .26A

140 provide    work        opportunity           Ot  .27A

141 report     academic    dishonesty            Ot  .27A

142 report     midsemester unsatisfactos         Ot  .27aA

143 explain    numerical   grade                 Ot  .27aA

144 keep       semester    tests                 Ot  .30A

145 grow                   professional          Ot  .30B

146 earn                   doctorate             Ot  .30B

147 read       current     literature            Ot  .30B

148 do                     research              Ot  .30B

149 write                  documents             Ot  .30B

150 exchange               ideas                 Ot  .30B

151 associate              professional          Ot  .30B

152 free       orientation days                  Ot  .30B

153 free       registratio days                  Ot  .30B

154 attend     commencemen exercises             Ot  .30B

155 apportion  office      hours                 Ot  .30B

156 verify     academic    exception             Ot  .30aB

157 assign     major       field                 Ot  .31B

158 record     advice      deviation             Ot  .31B

159 question   service     obligation            Ot  .31B

160 request    commencemen absence               Ot  .31B

161 establish  meaningful  exchange              Ot  .32B

162 participat community   activities            Ot  .32B

163 leave      12 listed   items                 Ot  .33

164 improve    teaching    ability               Ot  .35.4.0

165 emphasize  faculty     attraction            Ot  .35.4.0

166 represent  intense     foundation            Ot  .35.4.1



 

 

 

 

 

Education                                       Theory W 831

 

167 expect     doctorate   requirement           Ot  .35.4.2

168 represent  broad       experience            Ot  .35.4.3

169 evidence   scholarly   activity              Ot  .35.4.4

170 evidence   subject     communicatin          Ot  .36.4.5

171 evidence   positive    response              Ot  .36.4.5

172 accept     correct     assignment            Ot  .36.4.6

173 protect    constitutio freedom      195      Ot  .36A

174 exercise   academic    freedom      176      Ot  .36A

175 speak      respectful  accuracy              Ot  .36A

176 evidence   6 listed    activities            Ot  .36A

177 search                 truth                 Ot  .37A

178 publish    findings    expression            Ot  .37A

179 relate     subject     taught                Ot  .37A

180 recognize  good        taste                 Ot  .37A

181 render     full-time   service               Ot  .39C3a

182 evidence   17 listed   promotables           Ot  .40E1a

183 earn       terminal    degree                Ot  .41P3

184 equate     professiona experience            Ot  .41P3

185 indicate   clear       growth                Ot  .41P

186 submit     6 listed    evidences             Ot  .41M1

187 consider   full-completneed                  Ot  .42F

188 address    chair       resignation           Ot  .42F

189 inform     looking     chair                 Ot  .43

190 communicat peer        evaluation            Ot  .43G1

191 maintain               office       219      Ot

192 prep                   classes   216 220 221 Ot

192                                     222 223  Ot

193 track      notecard    individuals           Ot

194 commit     strong      career                Ot  .1.3.e4

195 view       U.S.        constitution          Ot

196 submit     written     recommendati          Ot  .1.8.Db

200 communicat administrat evaluation            Ot  .43G1

201 continue   self        evaluation            Ot  .43G1  Y

202 attract    profession  ability      213      Ot  .43G1  Y

203 project    division    mission               Ot  .43G2

204 judge      permanent   needed                Ot  .44

205 evidence   imminent    completion            Ot  .44

206 seek       tenure      recommendati          Ot  .44

207 consider   21 listed   criteria              Ot  .44

208 evaluate   responsibil performance           Ot  .47I

209 abide      reasonable  directions            Ot  .48J1c

210 complete   full        statements            Ot  .48J2a Y

211 question   individual  salaries              Ot  .55A   y

212 merit      salary      increase     201 213  Ot  .55A

213 perform    above       average      210      Ot  .55A   y

214 teach      COGS        courses               Ot  .55C

215 recommend  amounts     allowed               Ot  .60F1  y

216 make       vehicle     reservations          Ot  .61F2  y

217 expect     30 day      settlement            Ot  .62F7  y



 

 

 

 

 

Education                                        Theory W 832

 

218 request                purchases             Ot  .62G

219 submit     movement    form                  Ot  .63G   y

220 reserve    student     material              Ot  .64J1b y

221 recommend  new         materials             Ot  .64J1d y

222 make       overhead    transparenci              .66J2d y

223 follow     4 listed    priorities                .25    y

_____________________________________________________________

Source: Faculty handbook (137 page/item above) provided with

employment contract.  A "brutally criptic" database - see

Tmaker Manual (1986) p.DB20.  Early 1988 development.  Also

document 141.

      Brutally criptic. In a previous chapter reports were

written more for human consumption.  However, educators must

 

face some challenges.

 

      Between 50 percent and 70 percent of adults have not

   achieved fourth level thought.  (32 5-6)

 

      Fourth level thought was first described by Piaget

(34 156-64) and is critical in the high-tech workplace

(30 19).  A classical education model called the "thinking

pyramid" (30 20) encourages the mind to transcend to the

higher levels for more effective problem solving by the

 

worker.

 

      In problem solving we move upward from concrete data

   to work out procedures, form theories, and draw abstract

   conclusions.  We move back down to more concrete thinking

   when we consolidate information, apply it to a problem,

   and test our solution.  When we teach people these

   analytic skills along with, and applied to, technical

   information, they learn to solve existing, as well as

   new, problems by using their own internal problem-solving

   resources.  By graduating workers who are comfortable

   with moving up and down this learning pyramid, you are

   graduating workers who can digest facts and require

   significantly less on-the-job training each time

   new...processes are introduced.  (30 20)



 

 

 

 

 

Education                                        Theory W 833

Benedictine organization 

      The democratic worker. From the author's 2pm personal

 

notes 01 Dec 1989 entitled, "The claim of democracy."

 

       Today I plugged into an informal organization leader.

   To use the plug-in analogy connotates a good electrical

   connection or a good clean conduit for the flow of

   communication.

      Leadership works with ideas, whereas managers work

   with resource allocation and performance - an academic

   differentiation.

      Thus my leader has challenged me with concern over

   clarity of Benedictine vision.

      After a half dozen years have pasted, the author

concludes that the democratic citizen must be observed as

proactive in some evidential yet non-volatile way.  The

Theory W functional structure of strategy provides a way to

link the aim, purpose, vision, or mission of any

organization, with the expert-worker democratic-citizen

time-validated job description.

      Organization purpose. Reference Benedictine

Self-study, specifically Appendix B.  In terms of functional

organization this statement represents the mission and major

objectives of Benedictine College.

      The statement of purpose takes the form of artful

English narrative.  But to explore the statement with more

rigor, some more-scientific concept can be used.

      Informal organization. In the Benedictine setting,

informal organization may best be characterized as the

Hawthorne Effect - taught in General Psychology courses.



 

 

 

 

 

Education                                        Theory W 834

      In short, the Hawthorne Effect tells managers and

leaders that they must talk to their workers.  In the

context of Theory W, this means weekly evidence.  The formal

 

organization enforces this relatedness responsibility.

 

Figure 87 - Performance from contact 

____________________________________________________________

____________________________________________________________

Source: (163 23).  Originally D.C.Pelz (1957) Motivation of

the engineering and research specialist.  New York: American

Management Association.  In General Management Series

no.186.

      Action files. At Terra Technical College an attempt

was made to organize the administrative department files for

 

the director of 1100 students and 50 faculty.



 

 

 

 

 

Education                                        Theory W 835

 

Figure 88 - Tasking of adm files 

____________________________________________________________

____________________________________________________________

Note: TTC Director of Business Technologies 1984-6.

      Course worknets. There came a time that Theory W was

applied to college classroom teaching.  A set of chalkboard

notes from an 31 August 1989 class can be seen as beginning

 

the process.

 

      lesson zero

      have one page for each prerequisite

      communication translated from lesson 0



 

 

 

 

 

Education                                        Theory W 836

 

      Then the students were challenged with the task of

constructing a logic diagram - a Theory W workweb of why

 

they were here in this class.  Their response follows.

 

Table 123a - BA 483 workweb 

____________________________________________________________

 

Pre Verb       Descriptor     Noun          Act

___ __________ ______________ _____________ ___

 

    meet       student        schedule      1

 1  learn      marketing      research      2

 2  get        business       degree        3

 3  be         this world     successful    4

 4  esteem     [ERG]          self          5

____________________________________________________________

Note: Class organization member construction.



 

 

 

 

 

Education                                        Theory W 837

 

Table 123b - BA 483 workweb 

____________________________________________________________

 

Pre Verb       Descriptor     Noun          Act Writ

___ __________ ______________ _____________ ___ ___________

 

    see        research       industry      1   28

 1  see        1910s          history       2   29

 2  link       1927           Hawthorne     3

 3  see        3 1960s        periodicals   4   30

 1  see        research       GNP           5   31

 5  link       total          GNP           6

 1  see        44 US          researchers   7   32

 1  see        10 world       researchers   8   33

 7  see        12 research    sources       9   34

 8  see        12 research    sources       9   34

 9  see        79 BC          periodicals   10  KAS

 10 see        BC             monographs    11  KAS

 11 see        BC             interloans    12  KAS

 9  know       trade          associations  13  34 37 59

 15 identify   research       opportunities 14  34

 16 visit                     Otto          15

 17 sign       office         schedule      16

 18 practice   self           choice        17

 19 recognize  universal      ERG needs     18

 20 reinforce  psychology     essentials    19

    reference  psychology     research      20

 14 identify   management     alternatives  21  37

 21 marshall                  evidence      22

 23 marshall                  evidence      22

 17 practice   notebook       evidence      23

 22 close      information    gaps          24  37

 27 close      information    gaps          24  37

 24 achieve    research       payoff        25  37

 25 implicate  research       findings      26  37

    test       new            product       27  38

    design     survey         questionnaire 28  38

    setup      test           market        29  38

    define     new            study         30  38

    handle     field          work          31  38

    write                     report        32  38

    analyze    computer       data          33  38

    interview  industry       users         34  38

    design     turnover       study         35  39

    source     DOC industry   data          36  39

    calculate  target mkt     estimate      37  39

    source     trade          data          38  39

    orient     new            employee      39  39



 

 

 

 

 

Education                                        Theory W 838

 

    give       oral           presentation  40  39

    prepare    study          bid           41  39

    sell       research       services      42  39

    design     taste test     study         43  39

    train      questionnaire  interviewers  44  39

    survey     industrial     wants         45  41

    see        survey         validity      46  301-4 333-4

    see        survey         reliability   47  301-5

    see        GNP            sectors       48  43

    deliver    advertizing    claims        49  43

    survey     consumer       wants         50  43

    survey     employee       competence    51  43

    see        (de)central    org +-s       52  42-7

    see        specific       org           53  46

    survey     mkt            research      54  47

    calculate  internal       researchers   55  47

    see        6 external     advantages    56  49

    see        4 external     disadvantages 57  49

    use        7 mgt          checks        58  50

    use        8 research     checks        59  49 51

    use        Theory W       org check     60

    improve    9 research     qualities     61  52

    see        prohibition    alternative   62  53

    see        2 non-mkt      ethic sets    63  53

    see        2 mkt          ethic sets    64  53

    see        3 respondent   rights        65  53

    see        5 legal        pressures     66  58-9

    weaken     internal       surveys       67  60

____________________________________________________________

Note: Chapter 2 - The market research industry.  Source

pages shown above.



 

 

 

 

 

Education                                        Theory W 839

 

Table 123c - BA 483 workweb 

____________________________________________________________

 

Pre Verb       Descriptor     Noun          Act Writ

___ __________ ______________ _____________ ___ ___________

 

    ask        certain        questions      1  87-109

    control                   techniques     2  289-305

    lead       management     action         3  574-84

    see        3 research     classes        4  88

    research   strategy       [mission]      5  93,99,106

 15 analyze    ranked         variance       6  90-3

 5  recognize  choice         [objectives]   7  94

    see        5 exploratory  approaches     8  88

 6  id         act            courses        9  88

 7  id         act            courses        9  88

 8  id         act            courses        9  88

 9  evaluate   act            courses        10 88

 11 evaluate   act            courses        10 88

    see        4 conclusive   approaches     11 88,90

 10 select     action         course         12 88

 13 select     action         course         12 88

    contemplate research      reports        13

 12 implement  [notebook]     plan           14 88

 16 feedback   actual         performance    15 88

 14 research   sample/census  performance    16 88

    analyze    situational    proforma       17 95

    create     optimum        alternate      18 97

    experience judgement      input          19 97

    avail      research       system         20 97

    value      cost & time    offset         21 97

    understand chooser        perspective    22 98

    probe      Theory W       causes         23 99

    attain     management     approval       24 99-100

    state      specific       objective(s)   25 100

 25 3 mock     research       findings       26 101

 26 ensure     chooser        fit            27 101

    develop    "if then"      statements     28 102

    see        3 value        relationships  29 103

    refine     user/doer      relatedness    30 104,5,7-9

    document   research       worktime       31 104

    contract   field          interviews     32 105

____________________________________________________________

Note: Chapter 4 - Undertaking marketing research. Source

pages shown above.



 

 

 

 

 

Education                                        Theory W 840

 

Table 123d - BA 483 workweb 

____________________________________________________________

 

Pre Verb       Descriptor     Noun          Act Writ

___ __________ ______________ _____________ ___ ___________

 

 2  present    research       findings       1  574

 7  present    research       findings       1  574

 4  clear an   interesting    manner         2  574-83

 6  clear an   interesting    manner         2  574-83

 1  relate     management     objectives     3  575

 5  write      [Theory W]     concise        4  575

 0  outline    report         format         5  575-9

 0  present    data           graphics       6  579-83

 0  check      oral           presentation   7  584

 3  achieve    organization   mission        8

____________________________________________________________

Note: Chapter 21 - Report research findings.  Source pages

shown above.

 

Table 123e - BA 483 workweb 

____________________________________________________________

 

Pre Verb       Descriptor     Noun          Act Writ

___ __________ ______________ _____________ ___ ___________

 

    see        3 use          reasons        1  111

 1  use        8 bayesian     steps          2  112

 3  use        8 bayesian     steps          2  112

    see        4+ & 4-        attributes     3  121-2

 2  use        computer       solution       4

 4  ease       executive      decision       5

____________________________________________________________

Note: Chapter 25 - Decision theory marketing research.

Source pages shown above.

      Formal organization. The military and the church

provided early development of organization theory - the

earliest form being formal authority mainly based upon

existence and relatedness fears.  "Unless you obey your

bridges are burned," said President James to worker Otto.



 

 

 

 

 

Education                                        Theory W 841

Note that functional performance does not become confused

with the blinded leadership of the pure authoritarian.

      The challenge then, for the expert worker, comes to be

fit, and find a fit, with a more functionally oriented

organization.

      Organization base. For Benedictine the base was only

a hint of business management.  For Otto the base was only a

hint of retirement from uncooperative business management -

on both the enterprise and academic facets.  Any faceted

jewel rests on a foundation of technical prowess - the

ability to provide a whyfully competent what product, in a

competent way.  Technically competent administrators must

know their product - preferably as a set of standards.

 

      Some ideas about Otto's technical course-standards:

 

   teach to the text, not to the test,

   test based on national standards,

   directly measure student study time,

   provide study methodology,

   require study evidence in stand-alone English sentences,

   weight short-term test learning as half the grade,

   weight long-term learning-by-doing as half the grade,

   challenge why individual & course organizations exist,

   talk to student workers on a regular basis,

   provide for their daily study responsibility,

   have students plan the elements of earning their grade,

   facilitate exploration of all text leads,

   fill office hours with student interaction,

   extend learning beyond classroom and office,

   facilitate campus-wide computer literacy,

   hold 100% of scheduled classes for the full period,

   integrate joint Economic/Business activities,

   submit a specific plan of Business Manager action,

   grasp community courses relative to assigned courses,

   activate student participation in class,...



 

 

 

 

 

Education                                        Theory W 842

 

      These standards of operation affect the way in which

Otto implements his work tasks.  The authority of the

 

functional organization solidifies.

 

Table 124 - BC handbook workweb 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Where page

___ __________ ______________ _____________ __________

 

50     acquire                knowledge       2

51     acquire                skill           2

52  (re)define      one's     self            2

53        join                community       2

55     develop                ideas           2

56     develop                attitudes       2

57    maintain                GPA             6

58         use                library         7

43  experience                education       i

44      follow                guidelines      i

45        read                handbook        i

46  experience                learning        i

48        seek                assistance      i

49        grow    personal    self            i

____________________________________________________________

Source: Student handbook.

      By way of contrast, a formal organization typically

takes the form of a triangle of boxes - each box

representing a position.  Thus the president tops the

triangle, the vice presidents widen the next lower level,

more numerous middle managers follow, and the bulk of the

remaining workers providing the real product and service

quality.  Some graphers have even reversed the triangle,

putting the product quality workers on top, with the layers

of management supporting the structure as opposed to

management sitting on the workers and thus creating



 

 

 

 

 

Education                                        Theory W 843

frustration rather than infusing product/service enthusiasm.

      Spending control. The control of organization

spending using individual checkbook theory requires a level

of will by the organization's formal organization.  The

control of time spending requires will power at the dollar

or time spending level.

      Unless formally demanded, responsible spending control

does not happen.  However, properly implemented, bottom-line

results fulfill basic psychological relatedness need - the

organization must want and will it through implementation.

Many organization will not successfully confront the

bottom-line issue.  Eventually, the free enterprise system

appropriately cleanses itself of nonproductive

organizations.  This type of circumstances makes for

uncomfortable confrontation.  Some managers choose not to

confront bottom-line ineffectiveness.  Eventually, the issue

slips from their level of control.  Another administrative

level takes control.

 

      BC self-study aims.

 

      Clear and publicly stated purposes, consistent with

   its mission and appropriate to a postsecondary

   educational institution.

      Effectively organized [and] adequate human, financial

   and physical resources...to accomplish its purposes.

      Accomplishing its purposes...can continue...(118 ii)

      The NCA 1984 Advisory Visit "brought to light the need

for the College to review its mission statement and to



 

 

 

 

 

Education                                        Theory W 844

identify more specific goals that follow from the mission

 

statement."(118 4)

 

       With the renewed understanding comes a renewed

   conviction about the worthiness of such a college an a

   revitalized commitment to its future.  (118 14)

      So the author began an attempt to structure a BC

 

functional organization into which he could fit.

 

Table 125 - BC self-study workweb 

____________________________________________________________

 

Pre Verb      Descriptor   Noun         Act Source

___ _________ ____________ ____________ ___ ________

 

1 14 expect   the          best         0

2 3 achieve   academic     excellence   1   (118 B1)

4   integrate liberal      studies      2   (118 B1)

10  integrate professional development  3   (118 B1)

6   orient    value        education    4   (118 B1)

5   dedicate  Catholic     tradition    5   (118 B2)

9   develop   Catholic     leadership   6   (118 B2)

0   stress    ecumenical   hospitality  7   (118 B2)

7   emphasize Benedictine  tasks        8   (118 B2)

8   emphasize Benedictine  ideals       9   (118 B2)

0   maintain  residential  living       10  (118 B3)

13  grow      spiritual    students     11  (118 B3)

0   grow      physical     students     12  (118 B3)

12  grow      emotional    students     13  (118 B3)

11  grow      intellectual students     14  (118 B3)

____________________________________________________________

Note: The Pre-Act methodology has been changed since this

experiment.



 

 

 

 

 

Education                                        Theory W 845

 

Table 126 - BC catalog workweb 

____________________________________________________________

 

Pre Verb       Descriptor     Noun          Act Citation

___ __________ ______________ _____________ ___ ________

 

    expect                    excellence    1   cover

3   abstract   logical        instruments   2   128

1   evaluate   logic PH101    procedures    3   128

 

1   achieve    academic       excellence    2   113 I

4   integrate  liberal/prof   studies       1   113 I

2   orient     educational    value         3   113 I

3   quote      Benedict       tradition     0   112p1

5   satisfy    general        requirements  4   113 I1

6   reference  catalog        requirements  5   113 I1a

6   reference  catalog        requirements  5   113 I1b

6   reference  catalog        requirements  5   113 I1c

8   remediate  data computing skills        6   113 I1d

8   remediate  major          foundation    7   113 I1e

9   perform    regular        evaluation    8   113 I1f

10  perform    regular        evaluation    8   113 I1f

11  query      student        personals     9

12  query      student        personals     9

11  query      GS faculty     personals     10

0   talk to    student        workers       11

11  pursue     freshman       work          12  113 I1g

                                            13...

____________________________________________________________

Note: The Pre-Act methodology has been changed since this

experiment.

      Evidence of act 12 - 08 Oct 1989 sunday 11:30am in the

 

cafeteria.  A personal notation follows.

 

      Lisa, an education major freshman, voluntarily

   introduced herself to me.  At a followup conversation I

   challenged her to query about the educational ILP

   (individualized learning plan) concept and challenged her

   to inquire whether BC provides an ILP structure for its

   majors.  The upper classman sitting next to her agreed

   that BC should stress the ILP.  Lisa will follow my lead

   if she chooses, and I will followup as appropriate.

      The work to structure BC's functional structure



 

 

 

 

 

Education                                        Theory W 846

continued.  The faculty handbook was structured using an

early version of Theory W structure.  And a performance

reading was taken using the faculty handbook job description

as expressed in Theory W structure.

      Teaching to the evaluation. Although Otto structures

courses to avoid teaching to the test, as a worker for an

employer, he seeks the job tasks definition toward which he

can direct his time and creativity - effecting performance

and productivity.  Teaching to the test and working to the

job description are not analogous situations.

      Part of a professor's job description resides in

expression of student needs - not only each class period and

office period, but also in summary over the semester.  Thus

Otto seeks to fulfill the student needs as expressed by the

 

Benedictine Course Evaluation.



 

 

 

 

 

Education                                        Theory W 847

 

Table 127 - Evaluation form workweb 

____________________________________________________________

 

Act Verb     Descriptor  Noun          Frequency and comment

__ _________ ___________ _____________ _____________________

 

1  help      student     solutions

   identify  student     problems

   query     student     thoughts      each class period

   payFor    office      visits        Student choice with

                    limitations by syllabus and office hours

2  respondTo student     feelings      through semester per

          1 above within the lesson 0 objective of the class

         organization being a joyful-loving human experience

3  encourage individual  choice        syllabus offers task

                        diversity toward attainment of grade

4  encourage student     ideas         all lessons draw out

                        student thoughts via student inquiry

                                         facilitated by Otto

5  provide   impartial   grading       points are earned on

              a yes or no basis thus confronting the student

                       with the choice to do the task or not

   Otto assists the student in removing obstacles to success

6  provide   adequate    communication with constant inquiry

                         topic and study issues become clear

                        Otto students track their study time

                              as they earn their point tasks

7 respect student individuals Otto's love of people follows

the lead of Jesuit John Powell - a three level process:  (1)

respect level where all in the world can be loved, (2) time

and encouragement where Otto's 24 hours per day limits love,

and (3) challenge where tradition or specifically writing in

Otto's case can provide a lasting love beyond Otto's time

delimitation

8 reinforce student success The office visit reinforcement

steps through (1) good feelings about the course since last

meet, (2) concerns related to performance in the course, and

(3) the future in terms of understanding of life process

rather than deadlines or promises

9 introduce interesting ideas The thoughts pulled out of

students afford the best synergistic experiences - a

characteristic of which only the organization can provide

and only administrators can realize

10 integrate other topics Bring reserve items into class

11 draw out student examples Lesson topics apply to the

students lives

12 organize learning experience Notebook system (1)

encompasses the syllabus, (2) documents student choice, (3)



 

 

 

 

 

Education                                        Theory W 848

 

plans the desired grade, (4) evidences the student work, and

(5) documents shaping by Otto

13 Follow course syllabus KAS reserve documents the flow of

lesson topics and each lesson outline

14  Stimulate student thinking  See six above

15  Find student interest  See nine above

16 State teaching philosophy The mind never stops learning

as in curiosity killed the cat Otto structures work to feed

the feelings of joy-love, facilitated by the motivators of

existence, relatedness, and growth The administrator

facilitates organized synergistic work Otto administers the

classroom THe same principles apply to Business

Administration, Educational Administration, and other

Administration Otto lives Theory W

17 Evidence individual excellence Otto aspires to get people

caught up in the best feelings - computers, video, covering

the whole text, national testing, are examples

21  Reinforce catalog objectives  Reinforce text objectives

22  Measure student work

23 Facilitate student reading Otto identifies student

reading difficulties and provides solution assistance

24 Administer fair tests Otto's tests with national data

bank hard questions - Otto stands with the students, being

measured as to the performance of inquiry into the subject

matter as represented by the text Benedictine policy of the

text being supplementary in the course, supports text test

results being only one part of the grade earning process KAS

reserve provides insight into the range of student choices

in Otto's courses

25 Assign fair grades Otto chooses to avoid quality

judgements which results in letter grades placed on course

study tasks See five above Otto does not accept (zero points

earned) a task until satisfactory Students incur point

penalty for class absences no matter what the reason - if

absent from class participation points are not earned Other

points can be earned by the student choosing another earning

model

26 Optimize textbook contribution Improved text friendliness

as a continuing department objective, receives yearly review

First, by critiquing publisher catalogs Second, by

critiquing desk copies provided by the publishers The

department places the critiques, the catalogs, and the

rejected textbook (s) on KAS reserve for student and faculty

use - instructor materials are destroyed The critiques

address the inadequateness of the reserved texts relative to

the department curriculum A strong curriculum justification

can thus be argued by combining the specific inadequacy

narratives and then describing the complement

27 Maximize student contribution Many students experience



 

 

 

 

 

Education                                        Theory W 849

 

completing the course text for the first time Some students

appreciate the expansion of study work in the direction of

student choice Students liken the course work to real work -

their pay amounts add points instead of dollars Some

students are encouraged to backoff of their 120% plan when

90% earns an A grade

28 Offer library resources Just as the Otto course tests to

the maximum national standard, so too are the maximum

library resources are referenced by the syllabus The student

chooses the extent and direction of library envolvement

under exacting review by Otto - all study work and review

evidences are in the student notebook The student knows

their position at all times Otto also knows where his

students are at all times - the quality of a good

administrator

29 Evidence individual excellence The course cannot be

separated from the instructor methodology Via academic

freedom, Otto can provide an excellent learning experience

regardless of the catalog course description - the class as

an organization provides its unique focus on the mission and

objectives skeleton Again, the student notebooks provide the

smattering of the intended joy-love synergistic learning

experience

____________________________________________________________

Source: Benedictine Evaluation Form.

      Functional structure. Functional organization, like a

balance sheet, PERT chart, CPM chart, Gandt chart, formal

organization chart, or policy/procedure manual, suffers from

instant obsolesence - improvements never end.  The Theory W

approach, although equally suseptible, does offer, not only

strategic logic, but also timely control of work tasks from

the individual performance perspective - a fully implemented

Theory W (c)125 system undergoes continual audit via the

 

individual performance sort of the database.

 

____________________

 

      125 Reflects concern over copyright integrity.



 

 

 

 

 

Education                                        Theory W 850

 

      Theory W supports strategic individual and

organization performance.  Organization performance comes

from individual performance.  Organizations are unproductive

because of unproductive individuals.  Thus successful

organizations find that individual performance measurement

against strategic standards are of paramount import.  Theory

W provides such a tool.

      Reading from the next four tables provides an academic

flow of conceptual thought - (1) a key to the terms, (2) a

mission statement (118), (3) a faculty job description (75),

and (4) a performance report reconciled to 168 whole hours

per week for validity.  Another year-end report compares

performance over all the semester weeks for reliability.

      Weekly work discussion provides for the prompt removal

of performance blocks - an essential administrative

responsibility.  Even if the member removes from the

organization, the member can be seen as reconciling with the

needs of the individual's organization.

      Managerial insight. Reading from the fourth table

provides the direct managerial perspective - the why or way

of unblocking better performance can be traced by exception

throught the specific logic of the foregoing two tables.

Visible mission traceability of every organization task

provides validity.  Thus the academic concepts of validity

and reliability are brought to bare directly - called



 

 

 

 

 

Education                                        Theory W 851

 

scientific management if you will, or Theory W (c).



 

 

 

 

 

Education                                        Theory W 852

 

Table 128 - Early workweb structure 

____________________________________________________________

 

A  [Task 1] --> [Task 2] --> [Task 3] PERT/CPM flowchart

translates into a three record precedence-network database

(WN for worknet) as follows:

 

Pre Verb       Descriptor    Noun         Act Citation  YNM

--- ---------- ------------- ------------ --- --------- ---

    v1         d1            n1      Task 1   See notea,

1   v2         d2            n2      Task 2   and noteb.

2   v3         d3            n3      Task 3

 

 

Graphic flowcharts have limitations but the worknet (WN)

offers a computer database tool which can extend to

considerable length yet provide why/how functional

organization logic.  To practice network cause and effect

logic, read the following as sentences:

1   ----is-the-why-of------------------------> 2.

2   ----is-the-why-of------------------------> 3.

1   <---is-the-how-of------------------------- 2.

2   <---is-the-how-of------------------------- 3.

 

Theory W maintains the same why/way direction of PERT/CPM

and time lines in general practice - future to the right.

 

Task  = the v-d-n expression of the functional work element,

        using exact source-words whenever possible.

Act   = the  of the functional work task expression.

Pre   =  of the preceding task described by the Act  line.

Act 0 = strategic origin task (mission) of the organization.

Pre 0 = a path of work logic beyond interest of the worknet.

Cita- = the source of the task definition, or

 tion   the person responsible for task performance, or

Writ    the reference of performance evidence.

YNM   = INDIVIDUAL performance evaluation, Yes, No, Mu.

Yes   = Task performed and complete.

 No   = Task not performed and incomplete.

  Mu  = Matter unrelated to measurement of task performance.

____________________________________________________________

Source: IBM project software concept of the 1960s

extensively modified for Theory W (c).

       a See Preface Style Comments.

       b The database provides all three citations but

only the appropriate citation prints for each purpose - (1)

source reference, (2) responsibility assignment, and (3)

INDIVIDUAL performance evaluation.



 

 

 

 

 

Education                                        Theory W 853

 

Table 129 - BC mission workweb 

____________________________________________________________

 

Pre Verb        Descriptor     Noun          Act Citation

___ ___________ ______________ _____________ ___ ________

 

GOALS

2   achieve     academic       excellence     1  118.B.I

23  achieve     academic       excellence     1  118.B.I

26  achieve     academic       excellence     1  118.B.I

62  achieve     academic       excellence     1  118.B.I

184 achieve     academic       excellence     1  118.B.I

185 achieve     academic       excellence     1  118.B.I

221 achieve     academic       excellence     1  118.B.I

307 achieve     academic       excellence     1  118.B.I

314 achieve     academic       excellence     1  118.B.I

4   integrate   liberal        studies        2  118.B.I

11  integrate   liberal        studies        2  118.B.I

92  integrate   liberal        studies        2  118.B.I

166 integrate   liberal        studies        2  118.B.I

218 integrate   liberal        studies        2  118.B.I

4   integrate   professional   development    3  118.B.I

8   orient      education      value          4  118.B.I

23  orient      education      value          4  118.B.I

65  orient      education      value          4  118.B.I

314 orient      education      value          4  118.B.I

6   dedicate    Catholic       tradition      5  118.B.II

7   develop     Catholic       leadership     6  118.B.II

9   stress      ecumenical     hospitality    7  118.B.II

35  stress      ecumenical     hospitality    7  118.B.II

214 stress      ecumenical     hospitality    7  118.B.II

217 stress      ecumenical     hospitality    7  118.B.II

5   emphasize   Benedictine    spirit         8  118.B.III

10  emphasize   Benedictine    spirit         8  118.B.III

40  emphasize   Benedictine    spirit         8  118.B.III

51  emphasize   Benedictine    spirit         8  118.B.III

57  emphasize   Benedictine    spirit         8  118.B.III

59  emphasize   Benedictine    spirit         8  118.B.III

68  emphasize   Benedictine    spirit         8  118.B.III

74  emphasize   Benedictine    spirit         8  118.B.III

317 emphasize   Benedictine    spirit         8  118.B.III

44  maintain    residential    growth         9  118.B.IV

77  maintain    residential    growth         9  118.B.IV

85  maintain    residential    growth         9  118.B.IV

 

PURPOSES - PRIORITIES (OBJECTIVES)

13  prescribe   faculty        general-ed     10 118.B.I1

36  prescribe   faculty        general-ed     10 118.B.I1



 

 

 

 

 

Education                                        Theory W 854

 

37  prescribe   faculty        general-ed     10 118.B.I1

10  embrace     general-ed     requirements   11 118.B.I1a

8   require     phil-theo      studies        12 118.B.I1b

21  attend      general-ed     esthetics      13 118.B.I1c

41  attend      general-ed     esthetics      13 118.B.I1c

50  attend      general-ed     esthetics      13 118.B.I1c

54  attend      general-ed     esthetics      13 118.B.I1c

61  attend      general-ed     esthetics      13 118.B.I1c

18  develop     numerical      skills         14 118.B.I1d

18  develop     computer       skills         15 118.B.I1d

14  introduce   solid          foundation     16 118.B.I1e

15  introduce   solid          foundation     16 118.B.I1e

30  introduce   solid          foundation     16 118.B.I1e

27  evaluate    general-ed     curriculum     17 118.B.I1f

17  pursue      freshman       program        18 118.B.I1g

70  maintain    superior       resources      19 118.B.I2

71  maintain    superior       resources      19 118.B.I2

24  maintain    superior       resources      19 118.B.I2

38  circulate   comprehensive  holdings       20 118.B.I2a

0   provide     extra-curric   experiences    21 118.B.I2b

18  recruit     viable         students       22 118.B.I2c

142 recruit     viable         students       22 118.B.I2c

152 recruit     viable         students       22 118.B.I2c

183 recruit     viable         students       22 118.B.I2c

47  broaden     capstone       disciplines    23 118.B.I2d

55  broaden     capstone       disciplines    23 118.B.I2d

25  provide     segment        resources      24 118.B.I2e

27  provide     segment        resources      24 118.B.I2e

27  improve     professional   holdings       25 118.B.I2f

3   integrate   professional   programs       26 118.B.I2g

47  ensure      department     evaluation     27 118.B.I2h

43  provide     personal       growth         28 118.B.I3

75  provide     personal       growth         28 118.B.I3

76  provide     personal       growth         28 118.B.I3

80  provide     personal       growth         28 118.B.I3

94  provide     personal       growth         28 118.B.I3

205 provide     personal       growth         28 118.B.I3

207 provide     personal       growth         28 118.B.I3

211 provide     personal       growth         28 118.B.I3

216 provide     personal       growth         28 118.B.I3

268 provide     personal       growth         28 118.B.I3

264 provide     quality        teaching       29 118.B.I3a

215 cultivate   discipline     integration    30 118.B.I3a

28  recognize   rewarding      service        31 118.B.I3b

29  recognize   rewarding      service        31 118.B.I3b

33  recognize   rewarding      service        31 118.B.I3b

19  maintain    attractive     salary         32 118.B.I3c

34  evaluate    faculty        performance    33 118.B.I3d

215 evaluate    faculty        performance    33 118.B.I3d



 

 

 

 

 

Education                                        Theory W 855

 

269 evaluate    faculty        performance    33 118.B.I3d

31  promote     aggressive     development    34 118.B.I3e

258 promote     aggressive     development    34 118.B.I3e

52  promote     mature         worship        35 118.B.II1

12  retain      phil-theo      studies        36 118.B.II2

19  recruit     mission        faculty        37 118.B.II3

62  recruit     mission        faculty        37 118.B.II3

32  recruit     mission        faculty        37 118.B.II3

67  recruit     mission        faculty        37 118.B.II3

34  recognize   library        collections    38 118.B.II4

20  maintain    ecumenical     studies        39 118.B.II5

1   present     intelligible   faith          40 118.B.II6

42  present     intelligible   faith          40 118.B.II6

63  present     intelligible   faith          40 118.B.II6

47  bring       informed       debates        41 118.B.II7

47  promote     Catholic       nuances        42 118.B.II7

47  promote     mature         sexuality      43 118.B.II8

47  build       daily          relationship   44 118.B.III1

49  affirm      respectful     dignity        45 118.B.III1

79  recognize   individual     worth          46 118.B.III2

46  encourage   individual     attention      47 118.B.III2

45  encourage   individual     attention      47 118.B.III2

47  teach       personal       interaction    48 118.B.III3

48  sign        stable         friendship     49 118.B.III4

47  initiate    local          culture        50 118.B.III5

7   foster      liturgical     practice       51 118.B.III6

20  develop     religious      attitudes      52 118.B.III7

47  promote     deep           justice        53 118.B.III8

47  support     community      opportunities  54 118.B.III9

47  support     disadvantaged  programs       55 118.B.III10

20  integrate   Jesus          well-being     56 118.B.III11

47  foster      non-parochial  work           57 118.B.III12

53  practice    conflict       resolution     58 118.B.III13

58  dedicate    conscious      satisfactions  59 118.B.III14

20  pursue      critical       study          60 118.B.III14

27  foster      artistry       tradition      61 118.B.III14

31  achieve     intellectual   service        62 118.B.III15

64  examine     mature         scholarship    63 118.B.III16

20  support     natural/divine laws           64 118.B.III16

60  examine     contemporary   learning       65 118.B.III17

39  foster      Catholic       vitality       66 118.B.III17

66  attract     Christian      employees      67 118.B.III18

31  strengthen  Benedictine    positions      68 118.B.III19

153 strengthen  Benedictine    positions      68 118.B.III19

74  pursue      Benedictine    simplicity     69 118.B.III20

47  refine      institutional  planning       70 118.B.III20

47  build       frugal         operation      71 118.B.III21

69  build       frugal         operation      71 118.B.III21

73  emphasize   democratic     governance     72 118.B.III22



 

 

 

 

 

Education                                        Theory W 856

 

47  take        constant       counsel        73 118.B.III22

72  develop     open           governance     74 118.B.III23

70  provide     student        advising       75 118.B.IV1

81  promote     living         growth         76 118.B.IV2

82  promote     living         growth         76 118.B.IV2

84  promote     living         growth         76 118.B.IV2

78  maintain    services       program        77 118.B.IV3

83  maintain    services       program        77 118.B.IV3

47  promote     food           communication  78 118.B.IV4

20  integrate   self           concept        79 118.B.IV5

56  integrate   self           concept        79 118.B.IV5

228 develop     honest         accountability 80 118.B.IV6

228 provide     outclass       understanding  81 118.B.IV7

20  support     occupational   choice         82 118.B.IV8

0   maintain    fitness        programs       83 118.B.IV9

79  assist      student        counseling     84 118.B.IV10

22  promote     residential    image          85 118.B.IV11

 

IMPLEMENTATION

    250 Faculty Handbook tasks, for example

____________________________________________________________

Source: July 1987 Self Study Report, Appendix B, p.207+, 4

pages.  Note the inexact pagination of the source.



 

 

 

 

 

Education                                        Theory W 857

 

Table 130 - BC faculty handbook workweb 

____________________________________________________________

 

Pre Verb       Descriptor     Noun         Act Writ  Who

___ __________ ______________ ____________ ___ _____ _______

 

226 support    literary       undertakings 86  31    faculty

226 support    scientific     undertakings 87  31    faculty

86  maintain                  library      88  31    chair

87  maintain                  library      88  31    chair

104 promote    fine           arts         89  31    dean

99  re/inherit Benedict       tradition    90  31    dean

143 re/inherit Benedict       tradition    90  31    dean

99  re/inherit Scholastica    tradition    91  31    dean

144 re/inherit Scholastica    tradition    91  31    dean

89  dedicate   liberal        education    92  31    chair

97  achieve    temporal       well-being   93  31    student

93  achieve    eternal        well-being   94  31    student

192 cultivate  intellectual   values       95  31    student

95  cultivate  religious      values       96  31    student

98  cultivate  religious      values       96  31    student

96  cultivate  moral          values       97  31    student

99  consist    Catholic       faith        98  31    clergy

100 consist    Christian      culture      99  31    clergy

102 commit     theological    instruction  100 31    dean

103 commit     theological    instruction  100 31    dean

104 teach      liberal        arts         101 31    faculty

230 engage     secular        studies      102 31    dean

230 engage     sacred         studies      103 31    dean

109 employ     personal       abilities    104 31    dean

129 employ     personal       abilities    104 31    dean

90  pursue     Benedictine    goals        105 31    clergy

91  pursue     Benedictine    goals        105 31    clergy

198 pursue     Benedictine    goals        105 31    clergy

109 manage                    affairs      106 33    board

109 manage                    assets       107 33    board

109 manage                    properties   108 33    board

106 seek       effective      objectives   109 33    board

107 seek       effective      objectives   109 33    board

108 seek       effective      objectives   109 33    board

110 seek       effective      objectives   109 33    board

111 seek       effective      objectives   109 33    board

156 seek       effective      objectives   109 33    board

157 seek       effective      objectives   109 33    board

4   [re]adopt  corporation    policies     110 33    board

148 [re]adopt  corporation    policies     110 33    board

128 approve    annual         budget       111 33    board

145 approve    annual         budget       111 33    board



 

 

 

 

 

Education                                        Theory W 858

 

116 elect      classA         members      112 34    classA

116 elect      classB         members      113 34    classB

112 elect      classC         members      114 34    classAB

113 elect      classC         members      114 34    classAB

114 operate    executive      committee    115 36    board

119 operate    executive      committee    115 36    board

109 delegate   administrative chief        116 37    board

115 delegate   administrative chief        116 37    board

193 delegate   administrative chief        116 37    board

116 appoint    academic       vicepres     117 37    pres

114 elect      governor's     committee    118 40    board

118 serve      governor's     committee    119 40    faculty

121 report     college        needs        120 42    academVP

126 report     college        needs        120 42    academVP

127 report     college        condition    121 42    academVP

109 facilitate institution    planning     122 42    academVP

127 facilitate institution    planning     122 42    academVP

120 roll       3year          goals        123 42    academVP

122 roll       3year          goals        123 42    academVP

123 roll       3year          objectives   124 42    academVP

189 roll       3year          objectives   124 42    academVP

124 direct     academic       activities   125 42    academVP

125 supervise  college        faculty      126 42    academVP

124 consult    department     chairs       127 42    academVP

109 workout    institutional  budget       128 42    academVP

130 issue      professional   contracts    129 42    academVP

133 issue      professional   contracts    129 42    academVP

134 issue      professional   contracts    129 42    academVP

150 issue      professional   contracts    129 42    academVP

190 issue      professional   contracts    129 42    academVP

257 issue      professional   contracts    129 42    academVP

274 issue      professional   contracts    129 42    academVP

283 issue      professional   contracts    129 42    academVP

284 issue      professional   contracts    129 42    academVP

285 issue      professional   contracts    129 42    academVP

299 issue      professional   contracts    129 42    academVP

331 issue      professional   contracts    129 42    academVP

333 issue      professional   contracts    129 42    academVP

334 issue      professional   contracts    129 42    academVP

129 determine  teaching       assignments  130 42    academVP

131 determine  teaching       assignments  130 42    academVP

164 determine  teaching       assignments  130 42    academVP

132 coordinate                curricula    131 42    academVP

138 coordinate                curricula    131 42    academVP

127 coordinate study          courses      132 42    academVP

138 coordinate instruction    methods      133 42    academVP

135 operate    faculty        development  134 42    academVP

136 operate    faculty        development  134 42    academVP

151 operate    faculty        development  134 42    academVP



 

 

 

 

 

Education                                        Theory W 859

 

117 chair      academic       committee    135 42    academVP

117 supervise  academic       committees   136 42    academVP

138 appoint    department     chairs       137 42    academVP

222 consult    department     staff        138 42    academVP

117 supervise  academic       dean         139 42    academVP

139 supervise  academic       chairs       140 42    academVP

140 represent  academic       area         141 43    academVP

154 represent  academic       area         141 43    academVP

158 represent  academic       area         141 43    academVP

179 represent  academic       area         141 43    academVP

138 coordinate admissions     faculty      142 43    academVP

105 govern     benedictine    board        143 1     benedict

105 govern     benedictine    board        144 1     st.schol

146 approve    fiscal         budget       145 1     board

280 approve    fiscal         budget       145 1     board

119 arrange    business       audit        146 1     board

119 receive    management     report       147 1     board

116 supervise                 funds        148 1     board

147 supervise                 funds        148 1     board

159 require    rank           qualificates 149 3     board

124 approve    salary         scale        150 3     board

145 approve    sabbatical     leave        151 3     board

203 assist     admissions     administers  152 4     faculty

213 assist     admissions     administers  152 4     faculty

203 assist     religious      administers  153 4     faculty

215 assist     religious      administers  153 4     faculty

215 assist     academic       administers  154 4     faculty

203 assist     academic       administers  154 4     faculty

203 assist     student        administers  155 4     faculty

209 assist     student        administers  155 4     faculty

215 assist     business       administers  156 4     faculty

203 assist     business       administers  156 4     faculty

215 assist     relations      administers  157 4     faculty

203 assist     relations      administers  157 4     faculty

215 approve    faculty        participate  158 4     academVP

149 organize   academic       rank         159 4     academVP

159 organize   academic       departments  160 4     academVP

160 conduct    department     affairs      161 4     faculty

163 conduct    department     affairs      162 4     students

167 conduct    department     affairs      162 4     students

169 conduct    department     affairs      162 4     students

249 decide     voting         students     163 4     faculty

161 schedule   2year          courses      164 4     departmt

161 decide     course         content      165 4     departmt

165 fulfill    general        requirements 166 4     student

168 charge     daily          operations   167 5     chair

320 charge     daily          operations   167 5     chair

321 charge     daily          operations   167 5     chair

322 charge     daily          operations   167 5     chair



 

 

 

 

 

Education                                        Theory W 860

 

323 charge     daily          operations   167 5     chair

324 charge     daily          operations   167 5     chair

325 charge     daily          operations   167 5     chair

326 charge     daily          operations   167 5     chair

175 r/delegate daily          operations   168 5     chair

168 seek       department     improvement  169 5.1   chair

170 seek       department     improvement  169 5.1   chair

172 seek       department     improvement  169 5.1   chair

173 seek       department     improvement  169 5.1   chair

182 seek       department     improvement  169 5.1   chair

186 seek       department     improvement  169 5.1   chair

187 seek       department     improvement  169 5.1   chair

188 seek       department     improvement  169 5.1   chair

168 abreast    current        knowledge    170 5.1   chair

181 abreast    current        knowledge    170 5.1   chair

261 abreast    current        knowledge    170 5.1   chair

168 abreast    discipline     trends       171 5.1   chair

215 see        faculty        awareness    172 5.1   chair

215 see        course         reflection   173 5.1   chair

168 insure     academic       advising     174 5.2   chair

168 integrate  general        courses      175 5.3   chair

180 chair      department      meetings    176 5.4   chair

180 chair      department      meetings    176 5.7   chair

215 record     department     activities   177 5.5   chair

177 submit     annual         report       178 5.5   chair

337 submit     annual         report       178 5.5   chair

215 submit     annual         evaluation   337 6.14  chair

178 receive    periodic       reports      179 5.5   academVP

160 attend     policies       commitee     180 5.6   chair

47  follow     graduated      majors       181 5.8   chair

171 revise     department     offerings    182 5.9   chair

152 articulate junior         schools      183 5.10  chair

174 matriculategraduate       schools      184 5.10  chair

204 matriculategraduate       schools      184 5.10  chair

208 matriculategraduate       schools      184 5.10  chair

259 matriculategraduate       schools      184 5.10  chair

174 matriculatecareer         requirements 185 5.10  chair

204 matriculatecareer         requirements 185 5.10  chair

208 matriculatecareer         requirements 185 5.10  chair

259 matriculatecareer         requirements 185 5.10  chair

168 [re]start  discipline     research     186 5.11  chair

168 [re]start  professional   activity     187 5.11  chair

168 advance    professional   education    188 5.11  chair

168 control    department     budget       189 5.12  chair

200 control    department     budget       189 5.12  chair

202 control    department     budget       189 5.12  chair

168 initiate   faculty        hire/fire    190 6.13  chair

215 initiate   faculty        hire/fire    190 6.13  chair

168 encourage  faculty        promotion    191 6.15  chair



 

 

 

 

 

Education                                        Theory W 861

 

162 represent  student        handbook     192 6     students

137 contract   administrative duties       193 6     faculty

191 contract   administrative duties       193 6     faculty

195 promote    optimum        good         194 9     member

196 promote    optimum        good         194 9     member

200 promote    optimum        good         194 9     member

201 promote    optimum        good         194 9     member

199 organize   truth          (re)search   195 9     faculty

192 organize   truth          (re)search   335 9     student

197 organize   truth          exposition   196 9     faculty

335 organize   truth          exposition   336 9     student

165 focus      instruction    subject      197 9.1   faculty

215 support    institution    bylaws       198 9.2   faculty

197 attend     instruction    first        199 9.3   faculty

200 attend     instruction    first        199 9.3   faculty

215 clear      pecuniaries    first        200 9.4   faculty

215 recognize  faculty        assembly     201 9.5   board

194 express    individual     accuracy     202 9.6   faculty

136 vote       committee      actions      203 10    faculty

206 vote       committee      actions      203 10    faculty

137 advise     declared       majors       204 10.1  chair

141 assign     general        advisees     205 10.1  dean

136 work       one            committee    206 10.2  faculty

155 sponsor    independent    study        207 10.3  faculty

228 sponsor    undergrad      research     208 10.3  faculty

215 moderate   student        club         209 10.4  faculty

228 sponsor                   publications 210 10.4  faculty

302 sponsor                   publications 210 10.4  faculty

318 sponsor                   publications 210 10.4  faculty

319 sponsor                   publications 210 10.4  faculty

155 coach                     athletics    211 10.4  faculty

50  respond    local          requests     212 10.5  faculty

212 recruit    prospective    students     213 10.6  faculty

215 recruit    prospective    students     213 10.6  faculty

215 attend     college        activities   214 10    faculty

90  report     college        work         215 11    faculty

168 report     college        work         215 11    faculty

172 report     college        work         215 11    faculty

202 report     college        work         215 11    faculty

270 report     college        work         215 11    faculty

271 report     college        work         215 11    faculty

275 report     college        work         215 11    faculty

276 report     college        work         215 11    faculty

282 report     college        work         215 11    faculty

290 report     college        work         215 11    faculty

228 post       office         hours        216 11    faculty

215 attend     college        functions    217 11    faculty

165 understand liberal        education    218 11.1  faculty

278 master     academic       discipline   219 11.1  faculty



 

 

 

 

 

Education                                        Theory W 862

 

219 relate     other          learning     220 11.1  faculty

223 relate     other          learning     220 11.1  faculty

227 relate     other          learning     220 11.1  faculty

279 relate     other          learning     220 11.1  faculty

210 relate     higher         wisdom       221 11.1  faculty

215 require    departmental   agreement    222 11.1  faculty

228 require    individual     ingenuity    223 11.1  faculty

291 require    individual     ingenuity    223 11.1  faculty

236 examine    teaching       techniques   224 11.1a faculty

237 examine    professional   attitude     225 11.1a faculty

224 seek       active         improvement  226 11.1a faculty

239 seek       active         improvement  226 11.1a faculty

219 use        supplementary  textbooks    227 11.1b faculty

16  file       course         syllabus     228 11.1c chair

238 file       course         syllabus     228 11.1c chair

286 file       course         syllabus     228 11.1c chair

301 file       course         syllabus     228 11.1c chair

228 demand     written        assignments  229 11.1d faculty

38  utilize    library        resources    230 11.1e faculty

229 utilize    library        resources    230 11.1e faculty

229 utilize    library        resources    231 11.1e student

287 measure    multiple       examinations 232 11.1f faculty

232 measure    multiple       achievements 233 11.1g faculty

251 measure    multiple       achievements 233 11.1g faculty

252 measure    multiple       achievements 233 11.1g faculty

289 measure    multiple       achievements 233 11.1g faculty

233 respect    various        relations    234 11.1h faculty

232 maintain   prompt         feedback     235 11.1i faculty

233 maintain   prompt         feedback     235 11.1i faculty

254 maintain   prompt         feedback     235 11.1i faculty

226 evaluate                  teaching     236 11.1j student

226 maintain   professional   dignity      237 11.1j faculty

88  exact      policy         compliance   238 11.1k faculty

225 exhibit    professional   respect      239 12.1l faculty

240 exhibit    professional   respect      239 12.1l faculty

231 help       student        self         240 12.1m faculty

241 help       student        self         240 12.1m faculty

242 help       student        self         240 12.1m faculty

246 help       student        self         240 12.1m faculty

248 help       student        self         240 12.1m faculty

251 help       student        self         240 12.1m faculty

228 require    punctional     attendance   241 12.2  faculty

228 submit     class          assignments  242 12.3a faculty

228 receive    non-class      reason       243 12.3b academVP

228 provide    non-class      permission   244 12.3c academVP

138 substitute faculty        absence      245 12.3d faculty

243 substitute faculty        absence      245 12.3d faculty

228 give       makeup         opportunity  246 12.4  faculty

244 give       makeup         opportunity  246 12.4  faculty



 

 

 

 

 

Education                                        Theory W 863

 

228 program    scheduled      examinations 247 12.5  faculty

234 stimulate  student        learning     248 12.5  faculty

235 stimulate  student        learning     248 12.5  faculty

253 appraise   student        success      249 12.5  faculty

336 appraise   student        success      249 12.5  faculty

228 evaluate   teaching       practice     250 12.5  faculty

228 provide    private        conference   251 12.5  faculty

228 evaluate   student        papers       252 12.5  faculty

250 complete   ending         procedures   253 13.6  faculty

256 complete   ending         procedures   253 13.6  faculty

256 issue      early          grades       254 13.6  faculty

247 issue      progress       grades       255 13.6  faculty

228 explain    grade          basis        256 13.6  faculty

255 explain    grade          basis        256 13.6  faculty

141 specify    contract       conditions   257 13    pres

262 grant      academic       rank         258 14    pres

264 grant      academic       rank         258 14    pres

260 service    program        needs        259 13    faculty

267 prove      satisfactory   service      260 13    faculty

262 demonstrategrowth         capacity     261 13    faculty

263 demonstrategrowth         capacity     261 13    faculty

215 recognize  outside        achievement  262 14    pres

267 possess    appropiate     degree       263 14.2a faculty

313 possess    appropiate     degree       263 14.2a faculty

215 prove      teaching       ability      264 14.2b faculty

261 establish  capacity       progress     265 14.2c faculty

265 accept     published      philosophy   266 14.2d faculty

264 direct     quality        study        267 14.3c faculty

215 evidence   scholarly      productivity 268 14.3d faculty

266 evidence   scholarly      productivity 268 14.3d faculty

215 evidence   college        assignment   269 14.3e faculty

311 service    college        committees   270 15.3e faculty

272 moderate                  clubs        271 15.3e faculty

280 sponsor    outstanding    speakers     272 15.3e faculty

268 demonstratefull           ability      273 15.4b faculty

215 account    relevant       recognition  274 15.4c faculty

277 account    relevant       recognition  274 15.4c faculty

280 serve                     panels       275 15.4d faculty

263 present                   papers       276 15.4d faculty

215 perform                   professional 277 15.4d faculty

274 evidence   curricular     discharge    278 15.4e faculty

274 evidence   noncurricular  discharge    279 15.4e faculty

281 predict    duty           performance  280 16    academVP

274 predict    duty           performance  281 16    chair

228 seek       student        appraisal    282 16    academVP

238 seek       student        appraisal    282 16    academVP

210 seek       colleague      appraisal    283 16    academVP

127 seek       administrator  appraisal    284 16    academVP

215 seek       individual     appraisal    285 16    academVP



 

 

 

 

 

Education                                        Theory W 864

 

228 evidence   class          organization 286 16.1a faculty

247 administer quality        examinations 287 16.1b faculty

228 provide    grading        system       288 16.1c faculty

288 accord     grading        norms        289 16.1c faculty

298 improve    teaching       methods      290 16.1d faculty

228 evaluate   student        performance  291 16.1d faculty

228 meet       regular        classes      292 16.1e faculty

245 meet       regular        classes      292 16.1e faculty

292 stimulate  student        interest     293 16.1f faculty

308 stimulate  student        interest     293 16.1f faculty

293 assist     student        understand   294 16.1f faculty

309 assist     student        understand   294 16.1f faculty

294 increase   student        assignment   295 16.1g faculty

295 promote    independent    thought      296 16.1h faculty

296 promote    student        judgement    297 16.1h faculty

282 review     student        evaluation   298 16.1i faculty

215 evidence   discipline     skill        299 16.2a faculty

304 evidence   discipline     skill        299 16.2a faculty

305 evidence   discipline     skill        299 16.2a faculty

312 evidence   discipline     skill        299 16.2a faculty

210 continue   understanding  development  300 16.2a faculty

101 integrate  various        disciplines  301 16.2b faculty

300 integrate  various        disciplines  301 16.2b faculty

303 produce                   research     302 16.2c faculty

263 contribute original       thought      303 16.2c faculty

263 involve    learned        societies    304 16.2d faculty

303 involve    learned        societies    304 16.2d faculty

263 involve    professional   societies    305 16.2d faculty

292 assist     student        academics    306 16.3a faculty

297 evidence   whole          student      307 16.3b faculty

306 evidence   whole          student      307 16.3b faculty

215 exchange   student        profiles     308 17.3c faculty

228 guide      student        self-knowing 309 17.3d faculty

228 assist     loving         philosophy   310 17.3e faculty

280 fulfill    committee      assignments  311 17.4a faculty

215 involve    faculty        meetings     312 17.4b faculty

273 involve    extra          duties       313 17.4b faculty

315 support    college        aims         314 17.4c faculty

316 support    college        goals        315 17.4c faculty

210 display    high           assignment   316 17.4d faculty

310 display    moral          probity      317 17.4d faculty

316 display    moral          probity      317 17.4d faculty

215 construct  critical       attitude     318 17.4e faculty

215 construct  cooperative    spirit       319 17.4e faculty

215 foster     colleague      cooperation  320 17.5a chair

215 respond    data           request      321 17.5b chair

215 respond    report         request      322 17.5b chair

215 respond    recommendation request      323 17.5b chair

215 respond    service        request      324 17.5b chair



 

 

 

 

 

Education                                        Theory W 865

 

215 promote    efficient      operation    325 17.5c chair

215 promote    economical     operation    326 17.5c chair

215 obtain     minimum        qualificates 327 17.2a faculty

327 request                   advancement  328 17.2a faculty

329 request                   advancement  328 17.2a faculty

191 encourage  advancement    application  329 17.2b chair

330 recommend  advancement    application  330 17.2b chair

215 update     december1      vitae        331 17.2c faculty

332 maintain   cumulative     record       332 18.2d faculty

215 receive    colleague      recomends    333 18.2e academVP

215 recommend  faculty        advancement  334 18.2f committ

328 recommend  faculty        advancement  334 18.2f committ

                              used above   337

____________________________________________________________

Source: Faculty handbook (75 page/item above) provided with

employment contract.



 

 

 

 

 

Education                                        Theory W 866

 

Table 131 - Otto's 8952 performance 

____________________________________________________________

 

Pre Verb       Descriptor     Noun         Act Writ     Whrs

___ __________ ______________ ____________ ___ ________ _ynm

 

226 support    literary       undertakings 86            y

226 support    scientific     undertakings 87            y

104 teach      liberal        arts         101           y

118 serve      governor's     committee    119             m

203 assist     admissions     administers  152           y

213 assist     admissions     administers  152           y

203 assist     religious      administers  153            n

215 assist     religious      administers  153            n

215 assist     academic       administers  154           y

203 assist     academic       administers  154           y

203 assist     student        administers  155           y

209 assist     student        administers  155           y

215 assist     business       administers  156           y

203 assist     business       administers  156           y

215 assist     relations      administers  157            n

203 assist     relations      administers  157            n

160 conduct    department     affairs      161            n

249 decide     voting         students     163            n

137 contract   administrative duties       193             m

191 contract   administrative duties       193             m

199 organize   truth          (re)search   195           y

197 organize   truth          exposition   196           y

165 focus      instruction    subject      197           y

215 support    institution    bylaws       198             m

197 attend     instruction    first        199           1

200 attend     instruction    first        199             m

215 clear      pecuniaries    first        200           y

194 express    individual     accuracy     202           y

136 vote       committee      actions      203             m

206 vote       committee      actions      203             m

136 work       one            committee    206             m

155 sponsor    independent    study        207           y

228 sponsor    undergrad      research     208           y

215 moderate   student        club         209 8:w5289a  y

228 sponsor                   publications 210           y

302 sponsor                   publications 210           y

318 sponsor                   publications 210           y

319 sponsor                   publications 210           y

155 coach                     athletics    211             m

50  respond    local          requests     212           y

212 recruit    prospective    students     213           y

215 recruit    prospective    students     213           y



 

 

 

 

 

Education                                        Theory W 867

 

215 attend     college        activities   214           y

90  report     college        work         215 8:wxxxxx  y

168 report     college        work         215 8:wxxxxx  y

172 report     college        work         215 8:wxxxxx  y

202 report     college        work         215 8:wxxxxx  y

270 report     college        work         215 8:wxxxxx  y

271 report     college        work         215 8:wxxxxx  y

275 report     college        work         215 8:wxxxxx  y

276 report     college        work         215 8:wxxxxx  y

282 report     college        work         215 8:wxxxxx  y

290 report     college        work         215 8:wxxxxx  y

228 post       office         hours        216 KAS       y

215 attend     college        functions    217           y

165 understand liberal        education    218           y

278 master     academic       discipline   219           48

219 relate     other          learning     220           y

223 relate     other          learning     220           y

227 relate     other          learning     220           y

279 relate     other          learning     220           y

210 relate     higher         wisdom       221           y

215 require    departmental   agreement    222            n

228 require    individual     ingenuity    223           y

291 require    individual     ingenuity    223           y

236 examine    teaching       techniques   224           y

237 examine    professional   attitude     225           y

224 seek       active         improvement  226           y

239 seek       active         improvement  226           y

219 use        supplementary  textbooks    227           y

228 demand     written        assignments  229           y

38  utilize    library        resources    230           y

229 utilize    library        resources    230           y

287 measure    multiple       examinations 232           y

232 measure    multiple       achievements 233           y

251 measure    multiple       achievements 233           y

252 measure    multiple       achievements 233           y

289 measure    multiple       achievements 233           y

233 respect    various        relations    234           y

232 maintain   prompt         feedback     235           y

233 maintain   prompt         feedback     235           y

254 maintain   prompt         feedback     235           y

226 maintain   professional   dignity      237           y

88  exact      policy         compliance   238           y

225 exhibit    professional   respect      239           y

240 exhibit    professional   respect      239           y

231 help       student        self         240           y

241 help       student        self         240           y

242 help       student        self         240           y

246 help       student        self         240           y

248 help       student        self         240           y



 

 

 

 

 

Education                                        Theory W 868

 

251 help       student        self         240           y

228 require    punctional     attendance   241           y

228 submit     class          assignments  242           y

138 substitute faculty        absence      245            n

243 substitute faculty        absence      245            n

228 give       makeup         opportunity  246           y

244 give       makeup         opportunity  246           y

228 program    scheduled      examinations 247           y

234 stimulate  student        learning     248           y

235 stimulate  student        learning     248           y

253 appraise   student        success      249           y

336 appraise   student        success      249           y

228 evaluate   teaching       practice     250           y

228 provide    private        conference   251           y

228 evaluate   student        papers       252           y

250 complete   ending         procedures   253            n

256 complete   ending         procedures   253            n

256 issue      early          grades       254           y

247 issue      progress       grades       255           y

228 explain    grade          basis        256           y

255 explain    grade          basis        256           y

260 service    program        needs        259            n

267 prove      satisfactory   service      260           y

262 evidence   growth         capacity     261           y

263 evidence   growth         capacity     261           y

267 possess    appropiate     degree       263            n

313 possess    appropiate     degree       263            n

215 prove      teaching       ability      264           y

261 establish  capacity       progress     265           y

265 accept     published      philosophy   266           y

264 direct     quality        study        267           y

215 evidence   scholarly      productivity 268           y

266 evidence   scholarly      productivity 268           y

215 evidence   college        assignment   269           y

311 service    college        committees   270            n

272 moderate                  clubs        271 KAS95     y

280 sponsor    outstanding    speakers     272 KAS95     y

268 evidence    full           ability     273 2nd of 29 y

215 account    relevant       recognition  274           y

277 account    relevant       recognition  274           y

280 serve                     panels       275            n

263 present                   papers       276            n

215 perform                   profession   277           y

274 evidence   curricular     discharge    278           y

274 evidence   noncurricular  discharge    279           y

228 evidence   class          organization 286           y

247 administer quality        examinations 287           y

228 provide    grading        system       288           y

288 accord     grading        norms        289           y



 

 

 

 

 

Education                                        Theory W 869

 

298 improve    teaching       methods      290           y

228 evaluate   student        performance  291           y

228 meet       regular        classes      292 100%      y

245 meet       regular        classes      292 100%      y

292 stimulate  student        interest     293           y

308 stimulate  student        interest     293           y

293 assist     student        understand   294           y

309 assist     student        understand   294           y

294 increase   student        assignment   295           y

294 increase   student        assignment   295           y

295 promote    independent    thought      296           y

296 promote    student        judgement    297           y

282 review     student        evaluation   298           y

215 evidence   discipline     skill        299           y

304 evidence   discipline     skill        299           y

305 evidence   discipline     skill        299           y

312 evidence   discipline     skill        299           y

210 continue   understanding  development  300           y

101 integrate  various        disciplines  301           y

300 integrate  various        disciplines  301           y

303 produce                   research     302           y

263 contribute original       thought      303           y

263 involve    learned        societies    304            n

303 involve    learned        societies    304            n

263 involve    professional   societies    305           y

292 assist     student        academics    306           y

297 evidence   whole          student      307           y

306 evidence   whole          student      307           y

215 exchange   student        profiles     308           y

228 guide      student        self-know    309           y

228 assist     loving         philosophy   310           y

280 fulfill    committee      assignments  311             m

215 involve    faculty        meetings     312            n

273 involve    extra          duties       313           y

315 support    college        aims         314           y

316 support    college        goals        315           y

210 display    high           assignment   316           y

310 display    moral          probity      317           y

316 display    moral          probity      317           y

215 construct  critical       attitude     318           3

215 construct  cooperative    spirit       319           y

215 obtain     minimum        qualificates 327           y

327 request                   advancement  328            n

329 request                   advancement  328            n

215 update     december1      vitae        331            n

332 maintain   cumulative     record       332           y

 

Total whole hours spent this week                        52

____________________________________________________________



 

 

 

 

 

Education                                        Theory W 870

 

Source: Assignment of Faculty Handbook tasks.  See foregoing

table.  Other worker tasks that input to the tasks are not

shown.  This worker's tasks only are shown.  Worker's who

and tasks that receive the above task output are not shown.

      Improving performance. The principles of a short

 

periodical article and perhaps many others -

 

      job performance feedback,

      individual training needs,

      salary administration,

      periodic ratings on specific actions,

      hard job data,

      performance factors,

      quality of work,

      quantity of work,

      job knowledge,

      initiative,

      planning,

      cost control,

      relationship with others, and

      standards fo next rating period.126

 

____________________

 

      126 L.F.Sorenson (1990) Improving staff performance

- appaisals at Weyerhauser: Adhering to the principles of

total quality management, we are committed to continuous

excellence.  In July Management Accounting p.42-7.



 

 

 

 

 

                                                Theory W 871 

 

Part 5 - Measuring Theory W's treatment 

 

      Chapter 15 - Experimental modeling

      Chapter 16 - FIRO-B testing instrument

      Chapter 17 - Applying treatment

      Review.  The foregoing parts come to a simple focus -

"gain a greater understanding of the world and its

people..."(mission of HI-AYH)

      Summary.  Part 5 sets forth the possibility of using a

testing instrument to check the pre- and post-test values

when installing a more-pure functional structure in a

multi-individual or an individual's organizational setting.

The FIRO-B value measurement should reveal an increase in

creativity, leadership, synergism, and productivity in

FIRO-B units.  Testing instruments are generally of low

reliability thus the installation of a more-pure functional

structure calls for measured improvement in organization

output units.

      Next.  Use of earned PhD stature, authorship,

publication of work interests, and the general fulfillment

of existence, relatedness, and growth needs using pure

 

functional organization rationale.



 

 

 

 

 

                                                Theory W 872 

 

Chapter 15 - Experimental modeling 

 

      Texts viewed

      Other literature

      The testing instrument

      Work-unit validity

      Review.  Part 3 displayed a triangular hierarchy

representing an authority of purpose.  Part 4 provided many

Theory W applications in both the business and education

arenas.

      Summary.  The word research appears in both the

business and education arenas.  However, research means

different things to different people.

      Next.  A pre- and post- testing instrument to measure

the experiment.

Texts viewed 

      Within a doctoral program in higher education

administration there exists recognition of understanding.

 

Yet the words are different.

 

       Both approaches - positivistic/scientific and

   subjective/artistic - contribute to knowledge about

   education.  (211 28)

      The emphasis changes from the "understanding" of

situations to "I contribute."  The I's being the professors

leading the assistance - the assistance of the formal

organization.

      Taking another view, see the diachotomization of an

issue, artistic in its self, yet seemingly scientific.



 

 

 

 

 

Experiment                                      Theory W 873

 

Figure 89 - Research approaches 

____________________________________________________________

____________________________________________________________

Note: Table 1.3 titled "Differences between scientific and

artistic approaches to research."(211 28)

      Avoid dichotomy. In item 6 above, the artistic

purpose is to understand - the scientific purpose is to

predict and control.  That puts science in a controlling

light - not an informative nor inquisitive light.



 

 

 

 

 

Experiment                                      Theory W 874

Prediction and control then comes to be the exemplified by

 

the following.

 

Figure 90 - Behavior training 

____________________________________________________________

____________________________________________________________

Note: Figure 5.3 adapted from D.Sgh (1956) Dark

adaptation in the pigeon.  In Journal of Comparative and

Physiological Psychology no.49 p.424-30.  American

Psychological Association.  (116 99)

      Interesting that the assistance behavior comes from

the formal organization and, at times, can be seen as

dysfunctional.  Or the assistance behavior can be seen as

extinctive - not subject to self motivation.  In any case,



 

 

 

 

 

Experiment                                      Theory W 875

the study can be seen as animal behavior, passed off as

 

human behavior.

 

Figure 91 - Worker resemblence? 

____________________________________________________________

____________________________________________________________

Note: Figure 5.2 from D.Sgh (1957) Spectral sensitivity

in the pigeon.  In Journal of the Optical Society of America

no.47 p.827-33.  (116 98)

      The statistics of a pigeon are a far reach, and

potentially an infinite reach, to the statistics of an

expert worker as a member of their organization.

      Humans think - they are artistic and scientific at the

same times.  They are capable of logical choice - versus

instinctive choice.  However, they are influenced by the

formal organization first - we are born into it.  Then, as

the individual's lifetime progresses, functional authority

continues to be influenced by formal authority.



 

 

 

 

 

Experiment                                      Theory W 876

      Org influence. Then in the end, and hopefully before

each individual's physical death, there comes to be an

uncertainty of influence (245 159).  The young child's Why

question becomes to be a serious topic.  Answers can be had

from various influences but they do not best answer the

 

fundamental Why question.

 

      influence by fear

      influence by tradition

      influence by blind faith

      influence by rational faith

      influence by rational agreement

      influence by joint and self determination (245 144-53)

      Hopefully, the focus of science can be shifted from

prediction and control to an understanding of Why.  Then

self action will follow, along with social exchange and

mutual control (245 155).  There comes to be socially mutual

control over our intertwining lifetimes.

      Lifetime can then be translated into Theory W workwebs

 

and mutual weekly self-performance reviews.



 

 

 

 

 

Experiment                                      Theory W 877

 

Figure 92 - Another research approach 

____________________________________________________________

____________________________________________________________

Note: Figure 2.1 titled "Differentiated research training."

Source: J.H.Andrews (1963) Differentiated research training

for students of administration.  In J.A.Culbertson &

S.P.Hencley, eds.  (1963) Educational research: New

perspectives.  Danville IL: Interstate.  p.361.  (284 16)

      Simplification.

 

       Science extends from the search for knowledge for its

   own sake to problems concerned with immediate needs of

   man.  The latter end of the spectrum, applied science, is

   distinguished from common-sense investigation by its

   methods and by its roots in basic science.  (284 19)

      Common-sense investigation has no pattern of methods.

   Methods are not communicated, analyzed, or improved.

   Nonscientific methods are simply a function of the

   particular investigator.

      Scientific methods develop and use concepts in the

   development of complex theories.  While common-sense



 

 

 

 

 

Experiment                                      Theory W 878

 

   methods do employ concepts, such concepts are usually at

   the first level of abstraction.

      Scientific researchers carefully document their

   methods and results.  Failures as well as successes

   become part of the written record of science.  (284 20)

 

      Theory W science.

 

       Science is the outcome of research.

      Research seeks to answer the questions and major

   affairs of life by means of careful, formal, systematic

   inquiry, investigation, and study.

      One definition of research requires that the

   investigation satisfy the final four criteria below.  The

   latter two are said to be desirable:

1. An orderly investigation to a defined problem.

2. Appropriate scientific methods be used.

3. Adequate and representative evidence be gathered.

4. Logical reasoning be employed in drawing conclusions.

5. Demonstrate or prove the validity of conclusions.

6. Cumulative results yield general principles or

   laws that may be applied with confidence in the future.

                                                 (284 15)

      Some alternatives to the scientific method are

   tradition, intuition, authoritarianism, judgement, and

   revelation.  (284 25)

      Whenever possible, quantitative definitions are used,

   and ordering, counting, and numerical measuring

   techniques are sought.  Steps in the scientific method:

 

1. Observation or perception through a searching process.

2. Why done, what is supposed to be accomplished.

   Why a cause-and-effect relationship exists.

   The way a certain goal is accomplished.

   Alternatives to be pursued and reasons.

3. Formulation of a research plan.

4. Gathering data and acts.

   Testing the hypothesis or evaluating the concept.

5. Formulation of a new hypothesis, decision rules, or

   generalizations in the form of conclusions.

6. Documenting the research project.

 

      Research must go beyond the trial-and-error method of

   fact gathering alone [experience and experiment].

      In reasoning, the mind passes from one or more

   accepted concepts in a series of steps.  There are no

   infallible methods of reasoning to the truth.  If

   progress is to be made, then, some stretch of the



 

 

 

 

 

Experiment                                      Theory W 879

 

   imagination is required to piece together new concepts

   from data and known concepts.  (284 194)

      Methods of reasoning or drawing inferences are

   deductive and inductive.  Deduction reasons from the

   general to the specific - the conclusion is drawn from

   principles and premises.  The laws of logic have been

   developed by philosophers of science.

      Induction reasons from a set of particular cases to a

   general principle - working with samples of data, most

   research is founded upon developing conclusions on the

   basis of induction.  (284 195)

      Reasoning by analogy may be either deductive,

   inductive, or a combination of both.  (284 202)

      In rudimentary sciences where it is difficult or

   costly to set up rigorous procedures for obtaining data

   which permits tightly knit reasoning to conclusions,

   other means must be used to establish belief.

   Triangulation reasons from separate sets of data and

   assumptions towards the truth or falsity of some concept.

   (284 203-4)

      Problems of definitions and semantics in the present

   state of applied sciences make vagueness and ambiguity

   obstacles to providing proofs.  (284 205)

      Theory W proof. The foregoing chapters have presented

much definition and semantical illumination.  Perhaps some

obstacles have been removed.

      Many separate sets of data have been presented in this

student learning exercise in documenting a concept that

encompasses, or better, brings together the concepts of

strategy, functionalism, productivity, and structure - under

the umbrella of functional authority.

      In opposition to the attemted scientification of

functional authority, or organization, stands the tradition

and authoritarianism of the formal organization.  The

challenge to the formal organization can be seen as using

the definition of function to fulfill the responsibility of



 

 

 

 

 

Experiment                                      Theory W 880

the formal organization.

      Thus Theory W separates the formal and functional

organization charts - eliminating the matrix structure for

clarity of the functional structure.  Thus the formal and

functional structures more strongly stand in their own

right.

      The annual report mission statement, whatever its

equivalent, can then be linked to job descriptions.  Job

descriptions, in turn, can be brought into weekly

self-performance review perspective.  Validity of the

functional structure can happen at this

job-description/expert-worker level.  The mission statement

now links to each worker, productivity becomes clearer, and

a functional organization can be validated with weekly

dynamics.

      The Theory W key words - why, way, work, wholehours,

who, where, will....

      There can be seen to be truth in function - the

alternative is dysfunction.  Strategy has established status

in all societal segments - why not carry the strategy

tactics right to the work place and validate the functional

task work with worktime reconciliation?  Each worker then

assures the support of the functional organization.

Other literature 

      Under Theory W the worker causes support of the



 

 

 

 

 

Experiment                                      Theory W 881

organization's aim - in definitive and documentable terms.

Theory W provides a system which fits all the functional

operating parts together in a valid way.  The validity being

time reconciliation in wholehours.

 

      Action science.

 

       1. The ultimate purpose of action science is to

   produce valid generalizations about how [the WAY]

   individuals and social systems, whether groups,

   intergroups, or organizations, can (through their agents)

   design AND implement their intentions in everyday life.

   The generalizations should lead the users to understand

   reality and to construct and take action within it.

      2. A complete description of reality requires not only

   a description of the universe as it is but a description

   of its potential for significantly reformulating itself

   (its potential being part of what it is).  (106 469)

      3. All actions that have intended consequences are

   based on reasoning.  (106 470)

      4. People's ability (1) to design and implement their

   actions or (2) to understand the actions of others is

   dependent first on being able to see accurately the

   relatively directly observable data (rung 1 on the ladder

   of inference) and to infer correctly the cultural meaning

   embedded in these data (rung 2).  Second, in order to do

   this under real-time conditions, people must have

   theories-in-use that they use to organize what they see

   and to infer causal patterns.  (106 471)

      5. The theories that action scientists produce to

   understand action, as well as to design and implement it,

   should be directly usable by individuals and

   organizations.  (106 472)

      6. Basic research in action science, as in normal

   science, requires methodology to make certain that social

   scientists are not deluding themselves or others and

   hence that (1) their propositions are testable and

   falsifiable, which requires that (2) propositions

   containing causal statements and (3) accomplishing this a

   elegantly as possible (that is, with the minimum number

   of concepts and axioms).  Action science differs from

   normal science in its commitment to produce knowledge

   under conditions in which (1) the knowledge being

   produced is designed to be usable by those producing the

   knowledge (subjects and action scientists) [EXPERT

   WORKERS] and (2) precision is in the service of producing



 

 

 

 

 

Experiment                                      Theory W 882

 

   accurately, in the noncontrived world, the consequences

   embedded in the propositions.

      The two conditions imply some very important

   consequences.  First, the knowledge produced should be

   stated in a form in which people can use it in everyday

   life, where they seldom have great control over the

   environment or other people.  I other words, the

   propositions should not require that users have the

   unusually high unilateral control over others that

   researchers have when they conduct experiments.  The

   conditions of unilateral control, though rarely mentioned

   in most normal science generalizations, are a part of

   them.

      Second, the knowledge should be stated precisely

   enough so that the user can produce the consequences

   embedded in the propositions without inhibiting the

   outcome.  If generating the precision requires conditions

   that will be counterproductive to implementing the

   consequences embedded in the proposition, then the

   precision is itself counterproductive.  (106 473)

      Action science proof. Theory W promotes the

measurement of tasked lifetime in whole hours.  Time on task

is part of educational literature.  Allocating time to

clients and projects is part of business practice.

Budgeting by project/task as well as by center has a

practiced history.  Wholehour lifetime tasks, either project

or routine, can be seen as a basis of scientific

measurement.

      Once measured, the wholehours of lifetime tasks can be

directed functionally127 - that is, functional authority

as opposed to dysfunction.  Functional authority is not

opposed to formal authority - rather the functional task

organization separates from the formal organization at the

chart level of understanding.  In other words, the separate



 

 

 

 

 

Experiment                                      Theory W 883

functional authority organization chart replaces the matrix

 

organization chart concept.

      The functional organization structure in the form of

job descriptions assigned to formal organization members

integrate the functional and formal concepts - at the job

description level, not at the organization chart level.  At

the chart level, the functional and formal structures are

separate.  Adding the informal and technology organization

structures, there can be seen a three-sided pyramid as

representative of the concept of organization.

      Functional organization validity can be demonstrated

with weekly self-reviews at the job-description/member

structure level by reconciling with the number of clock

wholehours worked in that week.

      With statistical validity and weekly reliability the

functional organization can be seen to be optimizable by the

efforts of the human calculus.

      Research methods.128 The following items which are

 

____________________

 

      127 Associated press (1995) Record breaking feat

takes 120 years of living.  Kansas City MO: KC Star.  "On

Tuesday, after 120 years and 238 days on the planet, Jeanne

Calment was listed in the Guiness Book of Records as the

oldest living person whose date of birth can be

authenticated.  There have been numerous reports from

various countries of people claiming to have lived up to

twice as long, but with little or no proof of their birth

dates.  Asked at her 120th birthday bash Feb.21 to describe

her vision of the future, she replied mischievously: Very

brief."(p.1)



 

 

 

 

 

Experiment                                      Theory W 884

 

annotated have been the focus of this dissertation. 

 

Table 132 - Theory W research 

____________________________________________________________

 

Method         Purpose

______________ ____________________________________________

 

historical     to reconstruct the past objectively and

               accurately, often in relation to the

               tenability of a hypothesis

descriptive    to describe systematically a situation or

               area of interest factually and accurately

developmental  to investigate patterns and sequences of

               growth and/or change as a function of time

case & field   to study intensively the background, current

               status, and environmental interactions of a

               given social unit: an individual, group,

               institution, or community

correlation

causal-comparative

true experimental

quasi-experimental

action         to develop new skills or new approaches and

               to solve problems with direct application to

               the classroom or other applied setting

____________________________________________________________

Note: Notes of D.T.Campbell & J.C.Stanley (1994)

Experimental and quasi-experimental designs for research,

were directly discarded after the above analysis.

The testing instrument 

      When pre- and post- tests are appropriate in research,

a testing instrument must be created or found.  A valid and

reliable test should be verified.  The chosen testing

instrument if needed by Theory W is FIRO-B as detailed in

 

the following chapter.

 

____________________

 

      128 Chapter two (1986) Guide to research designs,

methods, and strategies.  Handout provided by BGSU PhD

program class.  p.13-72



 

 

 

 

 

Experiment                                      Theory W 885

 

       Content validity is particularly important in

   selecting tests to use in experiments involving the

   effect of training methods on achievement.  Content

   validity is appraised usually by an objective comparison

   of the test items with curriculum content.  (211 276)

 

      Predictive validity is the degree to which the

   predictions made by the test are confirmed by the later

   behavior of the subjects.  (211 277)

 

      Concurrent validity. The distinction between

   concurrent and predictive validity depends on whether the

   criterion measure is administered at the same time as the

   standardized test (concurrent) or later, usually after a

   period of several months or more (predictive).  (211 279)

 

      Construct validity is the extent to which a particular

   test can be shown to measure a hypothetical construct.

   Psychological concepts - such as intelligence, anxiety,

   creativity - are considered hypothetical constructs

   because they are not directly observable but rather are

   inferred on the basis of their observable effects on

   behavior.  (211 280)

 

      Reliability may be defined as the level of internal

   consistency or stability of the measuring device over

   time.  If the research project is such that the research

   worker can expect only small differences between his

   experimental and control groups on a variable measured by

   the test, it is necessary that a test of high reliability

   be used.  (211 281)

Work-unit validity 

      In 1970, Morse concluded that industrial work-unit

members felt better and were more effective if the boss

identified the purpose of the work-unit and the work tasks

which the unit needed to actualize the purpose.  Theory W

provides the universal organization work task model to

attain that effectiveness.

 

      Effectiveness and motivation.



 

 

 

 

 

Experiment                                      Theory W 886

 

      Basic finding is that when a functional unit has

   formal organization practices and a climate which fit the

   requirements of its particular task, the unit will be

   effective and the members of the unit will be more

   motivated.  It is the latter point which is novel and

   intriguing, for it suggests that designing and developing

   an organization to fit the demands of its environment may

   also provide important psychological rewards for the

   members of the organization.  (132 84)

      We asked a cross section of about 30 managers and

   professionals in each of our study sites to take short

   tests that measured all the attributes...in order to

   determine the degree of fit between the organizational

   characteristics and the kind of task being worked on.  We

   then used our measurement of the feelings of competence

   of the managers and professionals in the units to

   investigate our ideas on the link between fit and sense

   of competence motivation.  (132 89)

      Thus the facilitation of task work, including simple

task visibility, seems to provide worker motivation.  And

the task of providing work-task visibility would seem to be

the responsibility of the administrative work-task.  Theory

W provides an experimental model which provides work-task

visibility.  That experimental model can be subjected to

pre- and post- tests.

 

      A healthy unit.

 

      Consider an organization to be healthy if its members

   observe certain unstated but quite uniform codes of

   behavior which they accept as normal things to do,

   provided these codes produce behavior which allows all

   levels of the organization to meet two basic but diverse

   requirements - maintenance of the status quo, and growth.

   (219 282)

      Theory W facilitates health. The above status quo

requirement can be seen as the maintenance of the formal

organization, and the actualization of growth can be seen as



 

 

 

 

 

Experiment                                      Theory W 887

being evidenced with Theory W performance documentation

which legitimatizes member growth in terms of functional

authority.  Thus Theory W provides a complement to the

formal organization, not a replacement for it.  To be more

precise then, the Organizational Behavior healthy

organization maintains both formal authority and functional

authority.  Theory W focuses on the organization's

functional authority and the resulting individual worker

growth.

      Theory W sees the healthy organization as members

actualizing certain stated codes which evidence member

growth - in regards to both the individual member

organization and the multi-individual organization of the

formal organization.  Those organizations have different

missions.  The actualization of stated codes replaces the

apparently common rough and ill-defined ways in which an

 

organization changes and thusly improves.

 

       Industrial managers are fond of noting that change is

   the only thing that remains constant in their work.  Yet

   despite the common occurance of organization change, its

   dynamics and underlying processes are understood in only

   rough, ill-defined ways.  (235 79)

      Theory W aims at facilitating the two approaches of

the Chin & Benne re-education (113 46).

      Theory W not OB or OD. Many organizations have

developed under the guidance of the author, but he has not

developed organizations in the sense of the French and Bell



 

 

 

 

 

Experiment                                      Theory W 888

 

use of the key words of Organization Development (OD).

 

      [OD] emerged from three basic sources:  (1) the

   laboratory training movement, (2) the development of

   survey research and feedback methodology; and basic to

   both of these, (3) the writings, efforts, energy, and

   impetus of the late Kurt Lewin.  (112 15)

 

      Nor has the author dealt with organization behavior

 

(OB), as in training workers to behave.



 

 

 

 

 

                                                Theory W 889 

 

Chapter 16 - FIRO-B test instrument 

 

      Locating instruments

      Ordering

      Trial

      Manual specifics

      Review.  The understanding of research, including

experimentation, validity, and testing brings the challenge

of designing or locating a suitable pre- and post - test

instrument.

      Summary.  The FIRO-B seems to be the only reliable,

valid, and proven practical test to measure productivity.

      Next.  Close the research portion of the dissertation,

then close the personal-spirit part of the dissertation.

ÜLocating instrumentsÜ

      State University libraries or equivalent have source

books which permit the review of potential testing

instruments.

      Large libraries have research aids which can suggest

 

places to begin the search.  For example:

 

      Finding background information:

      Encyclopedias, Handbooks ....

      REF LB 1028.S39 Second handbook of research on teaching.

      1973. Excellent summaries on a great number of topics....

 

      Finding description and reviews of tests:

      REF Z 5814.P8 Mental measurements yearbook.

      REF Z 5814.E9 T47 Tests in print.129

 

____________________

 

      129 Bowling Green State University in Ohio -

Research aids.



 

 

 

 

 

FIRO-B                                          Theory W 890

      The following figure shows the first page of a How To

Use aid or guide.

 

Figure 93 - Finding test instruments 

____________________________________________________________

____________________________________________________________

 

      Most of the tests either did not fit the Theory W

experiment, or the test had low validity or reliability, or

the application of the test was too complex.  Some comments

on the FIRO130 scales follows.

 

      FIRO-B.  This brief inventory is based on William

   Schutz's theory of small-group behavior.  It measures the

   strength of the individual's expressed inclusion,



 

 

 

 

 

FIRO-B                                          Theory W 891

 

   control, and affection, and the extent to which he wants

   these behaviors from others.  (211 338)

 

      Reliability of the scales is excellent with

   reproducibility coefficients (being able to accurately

   predict item responses from scale scores) at least .80,

   and most exceeding .90.  FIRO-B shows good stability over

   time with test-retest reliability coefficients for its

   subscales ranging from .71 to .82.

      The content validity is for Schutz's particular domain

   of interpersonal behavior and feelings.  (132 578)

 

      Results suggest some evidence for predictive validity.

      The FIRO scales have been administered to a wide

   variety of persons.  (132 579)

 

      Low scores on FIRO-B indicate that needs are met by

   inactivity and high scores indicate that needs are met by

   activity.  Moderate scores indicate moderate activity for

   meeting needs.  (131 169)

      Those people who have high scores on FIRO-B tend to

   meet their needs actively, while those with low scores

   tend to withdraw in the face of unmet needs, then this

   means that people who tend to withdraw in the face of

   unmet needs are those who are most positively affected.

   (131 175)

 

      Experimental and controls were compared on the basis

   of the number of previous treatments they had had, and on

 

____________________

 

      130 Fundamental Interpersonal Relations Orientation.

W.C.Schutz (1958) FIRO: A three-dimensional theory of

interpersonal behavior.  New York: Holt, Rinehart & Winston.

      131 M.Smallegan (1971) A comparison of two training

formats for persons with varying interpersonal needs.  In

Adult Education vol.21.no.3.p.166-176.

      132 Buros Institute (1983) Mental measurements

yearbook.  Section 416,p.577-9.  Twenty possible test were

identified under the headings - human relations, faculty

staff development, feeling of satisfaction, teamwork, team

atmosphere, team building, human resource mgt, human

relations mgt, human relations supervisors, awareness,

awareness of others, awareness traits, awareness of time and

place.  Only the FIRO of 20 possibilities had excellent

reliability and had the largest scope of usage - 377

references.  Review of The FIRO Awareness Scales by

P.D.Lifton, U of NC at Chapel Hill.



 

 

 

 

 

FIRO-B                                          Theory W 892

 

   initial FIRO-B scores, to determine whether they were

   comparable groups with respect to these factors.  F test

   signaled almost no difference.  Almost all data was

   gathered through the mail.  Cover letter stated that if

   they wished to participate in the treatment and then

   explained that a similar test would be given after the

   treatment.  The facilators expressed the aims of the

   treatment as providing meaningful experiences for working

   adults, improving interpersonal sensitivity, and

   improving on-the-job relations.  (133 405)

      Instrument was FIRO-B Scale (Schutz, 1960).  Schutz

   (1960) cited test-retest reliability coefficients of

   .71-.82 (with a mean of .76) on scores of college

   students taking the test at one-month intervals.  He also

   calculated reproducibility coefficients of .93-.94 for

   the six scales.  Various studies reported by Schutz may

   be said to confer a moderate degree of concurrent

   validity to the scales.  (133 406)

      The relative paucity of research relating FIRO-B

   scores to actual behavior makes it difficult to be

   certain that the changes in these scores in the present

   study translated into behavioral changes.  (133 410)

 

      In order to obtain a measure of the subject's

   interpersonal style and methods of communicating and

   relating, we utilized Schutz's FIRO-B (1958)...which

   measures an individual's orientation toward expressed and

   wanted inclusion (in the activities of others), control

   (over and by others in activities), and affection (toward

   and by others).  We calculated the average degree of

   interchange compatability across the three need areas

   between each patient and the other members of the group,

   and the average interchange compatability across these

   needs for the group as a whole (including the leaders).

   Interchange compatability is a measure of the amount of

   mutually satisfying interaction two individuals wish in a

   given need area.  (134 350)

 

____________________

 

      133 E.Jacobsen (1972) Effect of weekend encounter

group experience upon interpersonal orientation.  In Journal

of Consulting and Clinical Psychology no.38.p.403-410.

      134 L.M.Koran & R.M.Costell (1973) Early termination

from group psychotherapy.  In International Journal of Group

Psychotherapy no.23.p.346-359.



 

 

 

 

 

FIRO-B                                          Theory W 893

 

      The members of highly cohesive groups, or groups which

   have a high attractiveness for their members, are the

   more likely to continue membership (Yalom and Rand,

   1966).  (134 351)

      In work with laboratory task groups, Schutz (1958)

   found that measures of compatability other than

   interchange compatability related significantly to

   cohesiveness and productivity.  (134 357)

 

      The term interpersonal refers to relationships that

   occur among people as opposed to relationships in which

   at least one person is inanimate.  Interpersonal

   situations lead to behavior in an individual that differs

   from the behavior of the individual when he is not in the

   presence of others.  An interpersonal situation is one

   involving two or more persons, in which these individuals

   take account of each other for some purpose or decision.

   (Schutz, W.C., 1960, The personal underworld.  Palo Alto,

   CA: Science and Behavior Books.) (135 281)

 

Ordering 

      The above progress was reviewed by PhD program

 

personnel and an authorization letter was written.

 

____________________

 

      135 M.S.Mumford (1974) A comparison of interpersonal

skills in verbal and activity groups.  In American Journal

of Occupational Therapy no.28.p.281-283.



 

 

 

 

 

FIRO-B                                          Theory W 894

 

Figure 94 - FIRO-B authorization 

____________________________________________________________

____________________________________________________________

 

      The materials were ordered and received.



 

 

 

 

 

FIRO-B                                          Theory W 895

 

Figure 95 - FIRO-B materials 

____________________________________________________________

____________________________________________________________

 

     The FIRO VAL-ED:  A FIRO AWARENESS SCALE (1977) was

rejected for (1) the size of the instrument, (2) the non-fit

with non-educational settings, (3) the use of scoring keys,

and (4) the complexity of the scoring matrix.

      The FIRO-B (1977) was much better, with (1) a smaller

size, and (2) a generic setting fit.  But the scoring was



 

 

 

 

 

FIRO-B                                          Theory W 896

 

still clumsy.

 

      The FIRO-B: SELF-SCORABLE VERSION (1984) was chosen as

the ideal pre- post- test instrument.

Trial 

      The self-scorable test version was tried by the

author.  It was a smooth and reasonable experience.

 

Figure 96a - FIRO-B trial 

____________________________________________________________

____________________________________________________________



 

 

 

 

 

FIRO-B                                          Theory W 897 

 

Figure 96b - FIRO-B trial 

____________________________________________________________



 

 

 

 

 

FIRO-B                                          Theory W 898 

 

Figure 96c - FIRO-B trial 

____________________________________________________________

 

 

Manual specifics 

 

       The FIRO scales do not evaluate.  They have no right

   or wrong answers.  No responses are good or bad, ethical

   or unethical, intelligent or stupid, moral or immoral.

   The scores simply help you know more about the way you

   see yourself.

      Truth is what it is.  Your truth is what is true about

   you.  You allow yourself to know your truth by becoming

   aware.

      Honesty is the key to successful interpersonal

   relations.  You are honest to the degree to which you

   share your awarenesses with someone else (or tell them

   frankly that you will not tell them).  If you have little

   awareness, your honesty is not very informative since you

   have available very little of your truth to communicate.

      The awareness scales are designed to help you become



 

 

 

 

 

FIRO-B                                          Theory W 899

 

   aware of your relations to others.  They provide you with

   an instrument to find your truth.  I encourage you to

   choose to be honest about your results, that is, to allow

   them to be known.  In this way you communicate your truth

   to other people.  In that direction lies interpersonal

   closeness and personal gratification.  (136 3)

 

      The success of the FIRO-B is based on one important

   fact.  Most of the people who take it find that it adds

   significantly to their understanding of how to make their

   relationships with others work better.

      The FIRO-B provides scores that estimate the levels of

   behavior with which we - as unique individuals - feel

   comfortable with regard to our needs for Inclusion, our

   needs for Control, and our needs for Affection.

      These three dimensions are the decisions we make in

   our relationships about whether we want to be in or out

   (Inclusion), to be up or down (Control), and to be close

   or distant (Affection).  (137 1)

 

      Successful relationships seem to be built most easily

   by dealing with interpersonal dimensions in a specific

   sequence.  Inclusion issues seem to be most important to

   deal with first.  Trying to solve Control or Affection

   issues before Inclusion is comfortably settled seems to

   bog down and revert to disguised inclusion struggles.

      Similarly, until Control issues are mutually resolved,

   Affection is difficult to build.  Much of what is called

   affection - but which feels somehow destructive - is

   really an unresolved power struggle fought under the

   misleading banner of caring.

      To grow, true Affection seems to need the safety of

   adequate Inclusion and the trust generated by a mutually

   acceptable way to handle power and Control.  Otherwise,

   we often demonstrate through our behavior the feeling

   that attempting to build true affection carries too much

   risk.  (137 7)

 

____________________

 

      136 W.Schutz (1978) FIRO awareness scales manual.

Palo Alto CA: Consulting Psychologists Press.

      137 E.Musselwhite & D.Schlageter (1982) FIRO-B

interpersonal dimensions: Understanding your FIRO-B results.

Palo Alto CA: Consulting Psychologists Press.



 

 

 

 

 

FIRO-B                                          Theory W 900

 

      Thus Theory W provides inclusive job descriptions tied

to the aim of the functional organization - including the

 

generic aims of inclusion, control, and affection.

 

 

 

 

 

 

                                                Theory W 901 

 

Chapter 17 - Recommendation and conclusion 

 

      A post-view

      Scientific or artistic?

      Student deficiencies

      Wisdom realizations

      So what, and now what?

      Function view

      Postmorteum

      Review.  The dissertation has come to represent an

exploration process - into writing, into referencing, into

linearity, into functionalism, into publication

technicalities, into the documentation of a learning

process.

      If the doctor of medicine restores health, then a

doctor of philosophy can be seen to restore innocence and

freedom to an individual as an organization, or to an

organization of individuals.

      Summary.  The dissertation is closed, the PhD degree

is earned, and the consulting entity of Function-View is

reformed.  Function-View's pre-eminent client has come to be

the author as his lone and whole self.

      Next.  Continue to promote the personal advantages of

functionalism, Theory W, and Function-View.

A post-view 

      A pure functional world. Theory W represents the

organization of the world into pure functional work tasks.

Theory W differentiates from formal organization which

historically traces to the earliest of military and church



 

 

 

 

 

Conclude                                        Theory W 902

organizations.  Function-View provides for an organization

which carries applied functionalism beyond the author's

personal realm.

      Pure functional organization. Any specific modern

organization has its own world of work, apart from the names

of the employees and their position titles.  Employee names

and titles represent the who, through which the

organization's work comes to be actualized, not the work

itself.  The who which does the work comes after the

definition of the work.

      The strategist first defines the aim of the

organization, then defines the measurable objectives which

motivate the individual worker.  The strategist then defines

the worknet of tasks needed to implement the organization

objectives, and fourth, the individual workers are employed

to perform implementation.

      Growth and good feelings. The strategist formulates

or models the work of the organization by defining the

philosophic mission first.  Then the strategist facilitates

objective measurement.  The strategist then grows the

proaction of the workers much like a farmer grows crops -

the strategist witnesses to the growth of the organization

crop.  The products which are grown or produced include the

enjoyment of the workers and the world of consumer

satisfaction.  Thus we have an inner world of worker



 

 

 

 

 

Conclude                                        Theory W 903

enjoyment and an out-of-the-organization world of satisfied

consumers.

 

Scientific or artistic? 

 

Table 133 - Scientific vs artistic 

____________________________________________________________

 

      constructs       vs  idiosyncratic (personal)

      validity         vs  persuasion (church)

      observation      vs  empathy

      collection       vs  individual

      standard report  vs  varying style

      object facts     vs  selective emphasis

      extrapolate      vs  understand

      collect data     vs  own perception

      neutrality       vs  emotion

      truth            vs  diversity

      ===============      ========================

      together         vs  apart

____________________________________________________________

Note- (211 28) is in previous chapter figure 89, p.873.

      One gigantic pilot study? Perhaps this dissertation

accumulated job experience and simply applied it for

personal use.  That being the case, the productivity may be

judged succinctly, setting the stage for further application

and research, and finally to other organization

 

improvements.

 

      Pilot studies are carried out with fewer subjects than

   will be employed in the main study...It may lead to

   changing some hypothesis, dropping some, and developing

   new...Increase the chances of obtaining clear-cut

   findings in the main study...Data in the main study may

   be analyzed more efficiently...Reduces the number of

   treatment errors...Many research ideas that seem to show

   great promise are unproductive when carried out in the

   field...Get feedback from research subjects and other

   persons involved that leads to important improvements...

   Try out a number of alternative measures...  (211 100-1)



 

 

 

 

 

Conclude                                        Theory W 904

Student deficiencies 

      At the end of this dissertation process, closing

became the push.  Because of the excessive length of time

involved, the project developed as the author developed, as

did his external influences and geographic circumstances.

Still more time would not make this process more complete.

Thus contaminations and inadequacies are blended into the

closing process.

      Completion versus closure.  Perhaps if a specific

audience with specific needs were placed, rewriting could

actualize to a better completion - a book or Harvard

Business Review article for example.

      Errors of forced closure. Unresolved incidentials

appear - in this student exercise they are considered normal

errors, not mistakes to be absolutely corrected.  The author

 

more importantly moves on to other life-tasks.  Examples -

 

   "***" appears in the addiction appendix.

   Table B19 pp.a114-6 incorrectly references other tables.

   Table B33 p.a202 comes without any Table B32.

   On p.a110 "(Alday" should be "(126"....

      Bibliography. The absolute rigor of citations from

writing-day-one cannot be overemphasized.  A good job was

done, yet could have been better.  For example, incomplete

1988 references were being reconciled and left inadequate in

the 1993 finishing work.  The cross reference between the

author's reading and keyword topics should have been better



 

 

 

 

 

Conclude                                        Theory W 905

documented as a logic trail, documenting the dissertation

process.

      Parenthetic bibliography detaches from the material

too much.

      Computer frustration. Five computers were used for

this dissertation - a Kaypro 10, a job provided MSDOS

desktop, a Toshiba 1000, a Compudyne with a 4-D size

battery, and a Compudyne 3SXL.  Beginning with CPM which

offered excellent word processing software, the direct

transfer of data with an MSDOS board addition never did work

right.  Even after a chip fix, the CPM hardware had hard

disk freezeups and intermittent shutdowns.  The T1000 was

simply too small and the number of 3" disks unwieldy.  The

3SXL provided adequate capacity but many keyboard letters

doubled up.  MSDOS.5 helped with the numerous files and

LapLink permitted using the 3SLX and T1000 at the same time.

Overcoming the technology discouragements at an affordable

personal computer level was a major accomplishment.

      Writing. Paragraph construction eludes practiced

specificity.

      Similiarly, because of file size limitations of the

Tmaker software, which follows practical considerations, the

writing of file construction, like paragraph construction,

came to be more understood in the push to close - perhaps

necessity was the mother-of-invention, as in simply



 

 

 

 

 

Conclude                                        Theory W 906

learning.

Wisdom realizations 

      In closing this dissertation, a personal awareness as

to why this project was begun almost a decade ago, came to

be.  The one word expression was wisdom.

      The weekly review of 4494 expressed a thought chain of

several w words - wisdom, wonder, whistle, which, wander,

will (choice), work.  Harv, in his case study, seems to be

searching for the wisdom of his life.  He wonders about

patterns, about suggested problems, about alternative

solutions, and if anything needs to be done at all.  Perhaps

an enjoyable bike ride should be chosen again.  Or another

walk in the woods.  And when will Harv get at those piano

lessons, not to mention the car maintenance.

      In week 4494 Harv decided that, regardless, he must

whistle.  If he doesn't whistle, something is wrong with

him, and he can choose otherwise.

      As Harv's computerized to-do file was essentialized,

that choice in life of the next hour's act became naggingly

apparent.  And the why of doing nothing became clearer -

people choose to do nothing for good reason, with no

explanation needed.  Ironic that the next hour, Harv chose

to complete his dissertation.

      For future hours, wanderings are certain.  Harv must

accept them with a whistle, with functional reorganization,



 

 

 

 

 

Conclude                                        Theory W 907

and with the will to flourish in the chosen fulfillment of

his existence, relatedness, and growth (ERG) needs.  In that

actualization Happy Harv has always enjoyed work.  Amen.

      Wisdom defined. Regardless of previous reference,

Harv researched anew the word wise.  From thesaurus search

the word wise can be seen to mean advisable, expedient,

politic (advisable, expedient); consequent, intelligent,

rational, reasonable, sensible, sober, sound; alert, clever,

knowing, penetrating, perceptive, piercing, quick (sighted,

witted), receptive, responsive, savvy, sensitive; alert,

aware, mindful; astute, calculating, crafty, subtle, wily;

enlightened, just, rational, sensible.

      The word wisdom can be seen to mean (with some

personal interjections), culture, education, enrichment,

learning; data, discipline, facts, information, news,

science; faculty, gumption, judgment, logic, sense (common,

horse); knowledge, laws, philosophy, principles, thinking;

serious; laborious (Harv eventually finds HIS truth.),

uphill; dignified (Harv found Nancy disrespectful, and after

two months challenged with, "What is your agenda?"),

earnest, sober (Is Harv counter cultural?), stoic (Elaine's

past description of Harv.); acute, crucial, important,

profound, vital; critical, venturesome.

      From Webster's Third the word wis means to know - wiz

refers to the third definition of wizard.



 

 

 

 

 

Conclude                                        Theory W 908

      Wizard can be seen to mean, 1: wise man, 3: endowed

with exceptional skill [not based on the normal curve but on

the finding of a niche].

      Niche can be seen to mean, n.1: a recess, a: a

hallowed space, b: a passage, c: space for emergency use,

2: a retreat for privacy, 3: work suitable for the

capabilities, or merits, 5a: the sum of the physical and

biotic life-controlling factors (as climate, food sources,

water supply, enemies), b: role of an organism in a

community, v.1: to place, a: to position for attention or

veneration, b: to settle or grow in a niche, c: secrete,

2: to construct or furnish a niche.

      Thus this dissertation comes to be Harv's niche in

world wisdom, subject to whatever discount, but no matter,

since Harv's choice is fulfilled.

      World wisdom. The dissertation process pointed into

the dictionary, thesaurus, bible, and the Library of

Congress Subject Headings.  The latter details as Appendix C

which places Theory W topic "beyond matrix organization."

      The topic then leads to the recognized authors within

that topic, thus the dissertation has a group from which to

learn.  And there appears a group of key words which those

authors use.

      Philosophy and the dissertation need not be opposed to

science, but would better embrace science.  And the



 

 

 

 

 

Conclude                                        Theory W 909

potential of theoretical wisdom can be seen as superior to

justice, courage, and temperence (155 15).  For example, the

bible (as a art) per Appendix H provides a wisdom in "twelve

spirit commandments," which in turn can be seen as a science

much like the Maslow and Alderfer exploration of basic human

needs.

      Beyond the bible, Appendix D explores the religions of

East and West.  The individual obtains wisdom from his group

- apart from the university establishment!  The university

 

does not have a monopoly on wisdom.

 

      In the secular sphere likewise, it is normally

   expected that an educated ego should have developed away

   from the simple infantile polarity of the pleasure and

   obedience principles toward a personal, uncompulsive,

   sensitive relationship to empirical reality, a certain

   adventurous attitude toward the unpredictable, and a

   sense of personal responsibility for decisions.  Not life

   as a good soldier, but life as a developed, unique

   individual, is the ideal.  And we shall search the Orient

   in vain for anything quite comparable.  There the ideal,

   on the contrary, is the quenching, not development, of

   ego.  (197 22-3)

      Developmental limitations were readily apparent over

the dissertation years - even when writing directly about

wisdom (90q3) files were lost because of technical

difficulties, and later the exposing of relatively weak

positioning (91q2) was readily apparent.  For the author,

these problems and the problem of being downsized was turned

to the opportunity of downshifting life actions, and

likewise upshifting life-quality expectations.  Why was the



 

 

 

 

 

Conclude                                        Theory W 910

word.

      The dissertation for the doctorate of philosophy ties

directly with philosophy, for philosophy is "a love or

pursuit of wisdom.(61 sv)" And a philosophy which generates

a specific action map for the organization (see Preface).

Way was the word - a synergistic way.

      Love and pursuit of growth through writing requires

emotional encouragement, and without group support, the

progress can be slow at best, yet remains the best when

maintaining existence needs, and working on meeting

legitimate relatedness needs.  One simply writes to people.

And writing can be encouraged in the early elementary

grades.  Writing was the way - an organized way.

      The wisdom hierarchy can be seen as artifact

memorabilia, memory, myths, and libraries.  To the why, the

way moves past artifacts, memory, and myths, and moves

through the library with choices, writing along the way.

      Work analysis. These detailed life-experiences point

to how the weekly review analysis can lead back into the

reinforcement of the organization's strategy, providing

positive motivation for life fulfillment.

      Although titled individually so as to stand alone as

essays, these experiences are folded into the dissertation

without any heading recognition, the exception being the

 

resultant weekly review tables.

  

 

 

 

 

 

Conclude                                        Theory W 911

                                                     

     Witnessing a wedding.

 

                          BRIDERS

              An essay about love and marriage

                             by

                           H.Otto

                          10-21-94

      Once upon a time, Harv was invited by a potential

married-forever partner, to the wedding of her neighbor's

daughter.  Harv was attentive, taking notes both literally

and figuratively.  But the ending blessing caught him off

his guard, and although noteworthy, it escaped precise

recollection.  Thus the following week he spent "his very

best" to followup on the impressive yet missing words.  He

found the following.

 

   The priest blesses the bride and bridegroom. [with]

      God the eternal Father keep you in love with each

   other, so that the peace of Christ may stay with you and

   be always in your home.

      May your children bless you, your friends console you

   and all men live in peace with you.

      May you always bear witness to the love of God in this

   world so that the afflicted and the needy will find in

   you generous friends, and welcome you into the joys of

   heaven.

      And may almighty God bless you all, the Father, and

   the Son, + and the Holy Spirit. (138 84)

 

      Harv finds several areas for thought,

 

   (1) the bride and bridegroom terminology provide

                          too much emphasis on the female,

   (2) the term Holy Spirit needs exploration,

 

____________________

 

      138 Holy Spirit Catholic Church (1994) "The marriage

ceremony of Fragle and Nordhues."  Overland Park

KS: Marriage rite during Mass, p.84, solemn blessing.



 

 

 

 

 

Conclude                                        Theory W 912

                                                     BRIDERS

   (3) a peace-living God needs definition,

   (4) one's home needs definition,

   (5) questioning the necessity of having blood children,

   (6) finding one's authority to keep one's self in love,

   (7) finding consoling friends when afflicted and needy,

   (8) the hows of all men living in peace with me,

   (9) the hows of finding generous friends, and

  (10) to be blessed with the joys of heaven.

      (1) Harv separates from the model where there comes

the bride, then there comes the bridegroom - the groomer of

the bride.  Harv embraces a wedding contract and ceremony

where each of the two individuals come equally into being

partners in the grooming of each as their self, and the

sharing of that self with mate and others.  Harv missed the

proverbial boat departure when he was to have learned

responsibility for his own self spirit.  His model was Jesus

crucified, and his male relatives and in-laws were not

connectibly wise - in short, men die early.  The traditional

wedding ceremony sets men up for their stressful demise.

       (2) The bible and our culture tell of a wholly self

spirit.  Harv researched the word spirit.

      Travels have taken Harv into several churches - each

 

with some very pleasing attributes.  Here's one.

 

      All God does in man He does by the Spirit.  He is God

   at work in the inner recesses of human personality.

      Through the gift of the Holy Spirit in Pentecostal

   fullness the heart of the Christian believer is made pure

   from sin and perfect in love.  The surest safeguard

   against...threat is complete openness to the

   Spirit. (139 9)



 

 

 

 

 

Conclude                                        Theory W 913

                                                     BRIDERS

      Can this openness to a seemingly external Spirit be

turned humanly inward as an openness to one's own human

 

spirit?  From the dictionary, spirit is -

 

*  1  : the breath of life,

   2a : a supernatural being,

   2b : a supernatural, incorporal, rational being or

        personality,

   2c : a supernatural being held to be able to enter

        into and possess a person,

*  3a : the active essence of the Diety serving as the

        invisible and life-giving or inspiring power

        in motion,

   3b : one manifestation of the divine nature,

*  4a : SOUL,

   4b : a disembodied soul existing as an independent

        entity,

   5a : temper or disposition of mind, MOOD,

*  5b : mental vigor or animation,

        CHEERFULNESS, LIVELINESS, VIVACITY,

   6  : the immaterial intelligent or sentient part of

        a person,

   7a : the activating or essential principle of

        something,

   7b : an inclination, impulse, or tendency of a

        specified kind,

*  9  : life or consciousness having an independent

        type of existence,

*  11 : bodily constitution that is the source of

        energy and strength,

   14a: a special attitude or frame of mind

        characterizing an individual or group,

   14b: the frame of mind, feeling or disposition

        characterizing something,

*  15a: a lively or brisk quality in something,

*  15b: stimulated or high characteristics

        (as liveliness, energy, vicariousness, ardor,

                                 enthusiasm, or courage)

        in a person or his actions,

   16 : an individual person considered with reference

 

____________________

 

      139 W.M.Greathouse (1958) The fullness of the

spirit.  Kansas City MO:  Beacon Hill.  Preface page 5 by

S.Young.  Book provided by the Nazarene Church.

 

 

 

 

 

Conclude                                        Theory W 914

                                                     BRIDERS

        to characteristics of mind or temper,

*  17 : a mental disposition characterized by firm-

        ness or assertiveness, ARDOR, COURAGE, METTLE,

   20a: the essential character of something,

   20b: the prevailing tone or tendency,

   20c: the general intent or real meaning of something,

*  23 : enthusiastic loyality,

   25 : Christian Science God,

 

   - in spirits - is

 

      : in a cheerful or joyful frame of mind,

*  2  : to infuse with energy, ardor, or life,

        ANIMATE, ENCOURAGE, INSPIRIT, STIMULATE,

   4a : to carry off, make away with, or remove

        rapidly and secretly or mysteriously,

   4b : to convey to a destination in a secret or

        mysterious way,

   4c : to abduct or cause to disappear mysteriously. (140 sv)

____________________

* Harv's emphasis for his life.

 

      Harv's case-study, the above starring, and the

fullness of his resume and personal life indicates his

"breath" - he has and will continue to live perfect days by

discarding the Diety of Perfection and Contingency.  He

asks, "What's next, why, and with whom?"  Harv promotes the

active essence of life as internalizing the Holy Spirit,

making himself a wholly spirit - he seeks to make that

special imprint or soul of his, known to others, in ways

which present mental vigor, animation, cheerfulness,

liveliness, vivacity, independence for the parties, a bodily

 

____________________

 

      140 P.B.Grove, et.al.eds. (1961) Webster's third new

international dictionary of the english language unabridged.

Springfield MA: Merriam.



 

 

 

 

 

Conclude                                        Theory W 915

                                                     BRIDERS

constitution that is a source of energy and strength,

briskness, ardor, enthusiasm, courage, firmness,

assertiveness, mettle, loyality, and joyfulness.  Now we

switch from the dictionary of our culture to some bible

study of wisdom.

      We enter and move through the bible by using a

concordance.  The words spirit, spirits, spiritual, and

spiritually provide 690 occurances for paraphrasing.  A

table (not included here) lists the references and each

paraphrase.  Further tables (not included here) group the

referenced paraphrases into summary categories for the

envisionment of a proposed spirited way of life.

      A sentence-structure summary of the categories

follows.  The order represents the sequence of how a new

category came to be when the next passage paraphrase didn't

seem to fit the previous categories.  Readers are invited to

 

rearrange these spirit "commandments" to suit their wants.

 

   Humans know the joys of traveling and movement.

   The essence of human life is spirit.

   The spirit resides in all levels of human condition.

   The spirit of God is meant to be within each individual.

   The human spirit grows from past and present generations.

   The spirit is meant to represent individualism - choice.

   Mend a broken spirit first then the needer can listen.

   From an internalized spirit comes favorable attributes.

   Another's spirit may not look after your spirit.

   Spirited ones have whollistic vision for their future.

   Spirited people are open, work hard, talk, and write.

   Spirited individuals are restless.

 

      The paraphrase and categorization are highly



 

 

 

 

 

Conclude                                        Theory W 916

                                                     BRIDERS

personalized, reflecting how Harv sees his world and how he

has taken the concepts of scientific case-study, life-time

in whole-hours, spirited life, God, and spirit references in

the bible to enhance his way in life.

      (3) The religious idea of Trinity provides several

principles for situational application in one's life, the

Father provides parent or formal organization authority, the

Son provides a model of sacrifice, the Holy Spirit provides

for a wholly spirit.  For Harv, the latter provides for a

peace-living internalized God.  If God can be internalized,

does it then become god with a small g?  Harv thinks not, in

fact, Harv believes that the wisdom he has come to

understand dictates that The God is an internalized God with

the biggest G - the most powerful concept by humans for

humans.

      (4) From the above, the internalized God condition

becomes home, specifically one's physical body comes to be

the home of God, and more importantly, the home of one's

spirit self - the wholly spirit (interchangeable with Holy

Spirit if you like).

      (5) One major distraction from one's own self spirit

home comes to be a house filled with bride, a bride groomer,

children, family, and extended family.  By mistake, these



 

 

 

 

 

Conclude                                        Theory W 917

                                                     BRIDERS

frequently become home.  Or perhaps, "Home is where the

heart is."  If one's heart places not within their self, but

in the house, bride, children, family, extended family, and

house contents, then one has a problem, and perhaps many

interwoven problems.

      (6) Harv has come to understand that he, as a father

of children and employees, relatively subconsciously pursued

functional authority over formal authority.  He sacrificed

formal authority in the name of love, relegating what wisdom

he had to share.  His thinking into action was relatively

untempered - devoid of social skill.  Like any skill, social

skill can be learned.  Jesus' love can be seen as a social

skill and thus can be learned - that building and

maintenance of God's home as one's spirit, being the most

important.  One's spirit can be seen as the God-given formal

authority for keeping one's self in love.  Accepting

disrespect, for example, does not keep one's self in love.

      (7) To keep one's self in love, one must have

consoling friends at hand - to confirm the respect,

encouragement, and challenge functions of love.  Harv has

learned that exposure to respecting situations, being able

to match present skill states of participants and bystander

facilitators.  Again, love can be practiced as a social

skill beyond the internalized love of self.  Friends as



 

 

 

 

 

Conclude                                        Theory W 918

                                                     BRIDERS

respectful talk companions, supercede activities such as

those provided by a bridge companion, dance companion,

traveling companion, and sex companion.

      (8) Peace and easy-ness begins with me.  It makes

sense to Harv that he should take stock of his worldly

opportunities, and choose the easy-ness alternatives built

on a solid structure of fulfilled basic hierarchical

universal human needs.  When he fulfills his

responsibilities to his self spirit, namely respect,

encouragement, and challenge, he can then provide peace

interactions with others, namely respect, encouragement, and

challenge.  The best of my efforts will be peaceful, serene,

enlightening, and sometimes euphoric.

      (9) Finding generous friends interweaves the parallel

hierarchies of respect, encouragement, and challenge, of the

self and others'.  The hows can be seen from words like

awareness, consciousness, thought, and action.

      (10) To be blessed from thesaurus definition means to

be holy (wholly and spiritual); great (Otto in German),

precious, splendid, superb - and as in exhalt, to dignify;

celebrate, worship; hallow, sanctify (absolve, clean,

purify).  All subject to character assination, perhaps

elludicated in Senator Danforth's 1994 book about the

process - examples are Hill, Bork, Baird, etc.  The joys of



 

 

 

 

 

Conclude                                        Theory W 919

                                                     BRIDERS

heaven involve the actions which isolate one from character

assination (disrespect, discouragement, and codependency).

      Closure and control.  The above analysis wrangle can

be seen as part of the Harv's case-study of relatedness

activities.  Relatedness in turn can be seen as part of

Harv's Theory W worknet which follows.  The analysis feeds

back into a previous chapter which places the weekly

 

variance into the why-strategy perspective.



 

 

 

 

 

Conclude                                        Theory W 920

                                                     BRIDERS

Table 134 - Week 4294 activity variance analysis 

____________________________________________________________

 

Act Noun          Pre Done Consequence

___ _____________ ___ ____ ________________________________

 

 1  sleep          0  yes  troubled dreams vs sweet dreams

                      4194 sensical dreams

 2  exercise       1  yes  tapered off yet into poly jeans

                      4194 good progress

 3  maintenance    2  yes  apartment and car vacuumed

                      4194 slime tubes

 4  relatedness    3  yes  expanding to more friends

                      4194 settled

 5  writing        4  yes  co-de closed

                      4194 personal growth in CHALL file

 6  dissertation   5  yes  conclude with continue command

                      4194 post-morteum

                      4194 use continue command

 7  job            6  yes  business card and brief to Lois

                      no   bind books

                      4194 bind books

 8  productivity   1  no   eating deviation heightened

                      4194 eating deviation

 9  closures       8  yes  more sleep accepted as ok

                           very good exercise although less

                           wash done, shoes polished

                           Rosemary and Irene bridge ties

                           writings tied to dissertation

                           CONCLUDE and FCDO worked

                           progress worked into Lois letter

                           exercise high led to eat high

                      4194 challenges

 10 wants          9  yes  substitute for eat high, no flab

                           daily writing hrs, piano, umpire

                      4194 piano, umpire, daily writing hrs

____________________________________________________________

Note: See case-study weekly review development in previous

chapter.  In subsequent weeks, the history idea was dropped.



 

 

 

 

 

Conclude                                        Theory W 921

                                                      STRESS

      Functional life.

 

               STRESS - IS IT WORTH DYING FOR

              Notes following a video "sermon"

                   at the Village Singles

                          10-23-94

      The items of lifestyle, behavior, and health interact,

with the interaction called stress.  And the stress can be

deadly.  Yet stress can do good things for you.  It's not

what you do in life but how you do it.

      For example, the author(141) left an academic career

with only eight years until retirement - a lifestyle choice.

He left academics to develop centers for the treatment of

life-threatening stress.  The treatment bases on the

cognitive approach as opposed to the medicinal approach.

      Opening flavor - (1) change is the definition of life,

(2) there are challenges for today, and (3) there can be

commitments for tomorrow.  Harv thinks he can change, but

into what?  Answer - into what he undependently wants.142

      Opening premise - humans have lived 1600 generations,

1300 of which have been in caves.  Thus there remains an

instinctive survival reaction, which in today's world, can

be suicidal behavior.

      The two major combat zones are the job and the home.

In the weekly life-cycle, the first days in these combat

zones are Mondays on the job and Saturdays for the home.

The suicide distribution for the week shows 26% for Monday



 

 

 

 

 

Conclude                                        Theory W 922

                                                      STRESS

and 25% for Saturday, leaving 49% for the remaining five

days.  These combat zones can be deadly.

      For these combat zones, the author has developed a

 

cognitive scheme of thinking steps,

 

            1. mechanisms,

            2. measurement,

            3. management,

 

and a program aim -

 

            A      awareness,

              I    illness,

                M  scientific motivation.

 

      The author engaged the problem of rocket scientists

 

____________________

 

      141 Video of Eliot lecture at a medical conference

shown at the Village Church, Prairie Village KS.  Book based

on two decades of research.  This sermon was attended by

Harv as Nancy's seeming social function, for the issues

raised were never settled between Nancy and Harv.  Harv

judged Nancy as a sweet-tart and tightwad, completely in her

own interest, including the "things that just happen" in the

dependency family she has handily created.  Harv tried

Eliot's fight recommendation, even in writing.  Then Harv

opted not to flow to another self demise, thus he fled,

closing the Nancy-Harv "cooperative" with this writing.

Harv's inability to construct cooperative relatedness limits

his ability to proceed with growth action fulfillment - yet

he enjoys his "downshifted" activities and looks forward to

steady, even if necessarily slow, progress to his

life-fulfillment.

      R.S.Eliot (1987) Is it worth dying for?  Bantam Audio.

Stress - psychology, sress - physiology.

      R.S.Eliot & D.L.Breo (1984) Is it worth dying for?: a

self-assessment program to make stress work for you, not

against you.  New York: Bantam Books.  KCPL 616.12E42i.

Heart--infraction--prevention, myocardial

infraction--prevention and control.

      142 See previous notes and comments on

co-dependency.



 

 

 

 

 

Conclude                                        Theory W 923

                                                      STRESS

dropping dead with no explanation.  His post-morteum

activity indicated a brain-heart relationship - (1) the

workers were depressed, and (2) their heart muscles

indicated contraction band lesions.

      The workers were depressed, not due to their jobs of

firing rockets, but because of industry firings.  The

workers were reduced to doing electronic repair, sacking

groceries, and taking amusement park tickets.

      The workers had lost their identity, their control,

and their self-esteem.  Thus, it was not the job treadmill,

but the reactors learned from their past generations - their

mental survival context assumed the norm of sudden,

unexpected, and uncontrolled events.  The human survival

reactors needed to be measured.

      Reactors correlated with everyday blood pressure.

among other variables.  A video game tester provided a

central part in an experimental measuring scheme.  The

resulting reactors identified were categorized as hot

reactors, hypertensives, and "normal" cool reactors.  The

author then folded these into his program of individual

cognitive motivation.

      In short, the author's program consists of (1)

physical assessment, (2) personal health and life

orientation, and (3) the individual's learning portfolio.



 

 

 

 

 

Conclude                                        Theory W 924

                                                      STRESS

The individual client was then challenged to change two or

three of the burdens which were illuminated.  Top insurance

sellers were used as an experimental universe.

      Insurance salesmen were (1) pre-programmed, (2)

challenged to change, and (3) post-tested.  The results were

significant.

      The insurance sellers were able to lower their blood

pressure, bring their weight down, incur a slower heartbeat

rate, yet had no change in life style as measured by an

extroversion index.  However, their job week hours fell from

70 hours per week to something close to a four day week.

Their life style changed from a survival mode to a

flourishing mode.

      Back to the rocket scientists - they succumbed to

invisible entrapment - "a struggle-defeat syndrome."  Their

family wanted them to be something, most likely in the name

of family pride - in other words, a can of lit sterno was

placed under their coat tails.  Keep in mind, however, that

the insurance sellers were able to keep their lit sterno

can, yet tip their life context from survival to

flourishing.

      Signs of visible entrapment are alcohol and drugs -

whereby the "scientists" survive rather than flourish.143

Sleep and avoidance of responsibility are other survival



 

 

 

 

 

Conclude                                        Theory W 925

                                                      STRESS

techniques.  The "just surviving" quality of life does not

 

answer, "Yes," to the question, "Are you winning?"

      From a 46 item quality of life index, a handful of

 

items seem to be universal -

 

      Home             Job

      _______________  ______________________________

 

      marital discord  game-plan failure

      children         communication

      time...          time for unexpected happenings

      And what can be done about these problems?  Answers -

(1) do consecutive little things toward a more productive

life which are not self destructive, (2) balance life

activities in a scientific fashion, which means measurement

of some sort, and (3) change as little as possible at any

one time.

      To change these life activities in small amounts,

insight into behavior change motivation can help.  The ABCs

 

of an emotion are -

 

      A      an event     (an observation)

        B    a perception (usually family-pride based)

          C  response     (survive versus flourish)

      In short, "I upset me," "You upset you," thus we can

have control over our own upsetedness.  On a scale of 1

 

____________________

 

      143 The testimonial of a successful auto repair

business proprietor points out the drink and no-think

entrapment mind-state.  A no-drink life-style redirected his

thinking to the actualization of higher quality levels for

his business and family life.



 

 

 

 

 

Conclude                                        Theory W 926

                                                      STRESS

through ten with ten being the top of the reactor scale, you

can reduce your reactor levels with self-talk.  Some

benefits come into play.

 

   Change             Irrational    Rational

   _________________  __________    ___________

 

   in reactor score     9 & 10        2 & 3

   by self-talk from     hate    to   dislike

   by self-talk from   anxiety   to nervousness

   by self-talk from  depression to   sadness

 

TRY ON NEW BEHAVIORS ! Try smiling to anger.

                       Try cutting down on sensory overload.

 

Use the "six months to live" writing exercise -

 

   Acts                  Harv's application

   _____________________ __________________________________

 

   I have to do...       dissertation based on hierarchical

                         pre-requisites of relatedness,

                         maintenance, exercise, and sleep.

   I would like to do... partnership, job for retirement

                         income, piano, beaching with van,

                         publication.

   I don't need to do... thus those things are eliminated.

      To help us become inundated with reactor stress, we

usually can identify the "stress carriers" in our lives -

individuals who make those "I don't need to do" demands.

Solution - make believe they have a "brain tumor" and

lovingly treat them that way.  Go through a muscle tensing

exercise to simulate the "let it go" mentality.  Also pay

attention to your body messages - headaches, for example.

      Plan your life and do control variance analyses.

      Simplify the bureaucracy in your life.



 

 

 

 

 

Conclude                                        Theory W 927

                                                      STRESS

      Plan for unexpected events - provide slack time.  Many

times we don't know how to do nothing (self-talk).  Try

saying, "No."  If your stress carrier throws you a guilt

ball, don't catch it!

      Play and laugh.

      Make a good thing better.

      Engage in vigorous exercise.

      Write down answers to these starter phrases -

 

                             Harv's application

                             ______________________________

 

   I want a life style of... expanding capability.  The way

                             can be support, dissertation,

                             job, piano, van, publication.

   My climate limits are...  surmountable by travel.

   My interests are...       hierarchical life productivity.

      Love by knowing another better.  For Harv this means

developing friends - for example, Rodney and his current

mate, and other friends outside Nancy's family circle.

Other options are Village Potpourri and Friendship club

activities.  Also accept bridge invitations from Rosemary

and Irene's man connection.

      Finally - If you can't fight for your self-interest,

and if you can't flee in your self-interest, then go with

the FLOW.  In Harv's case, he has changed his life style to

focus on the learning of his scientifically based

hierarchical basic human needs - he will continue learning

how to fight to preserve his choices and he supports the



 

 

 

 

 

Conclude                                        Theory W 928

                                                      STRESS

undependent choices of others.  Harv remains determined to

flee from co-dependency, and to flow with other's choices

which facilitate his and their own growth.

      Postscript.  For the third week in a row, personal

 

writing has led back to Harv's weekly review.

 

Table 135 - Week 4394 activity variance analysis 

____________________________________________________________

 

Act Noun          Pre Done Consequence

___ _____________ ___ ____ ________________________________

 

 1  sleep          0  yes  thought provoking dreams

 2  exercise       1  yes  progress yet marginal health

 3  maintenance    2  yes  clothes and apartment bettered

 4  relatedness    3  yes  consider couple opportunities

 5  writing        4  yes  wed essay, stress essay

 6  dissertation   5  no   wisdom review waiting

 7  job            6  no   small controllership easiest?

                      no   bind books

 8  productivity   1  no   marginal health sleep needed

 9  closures       8  yes  cold sore and teeth may be well

                           excellent exercise

                           excellent home management

                           Rosemary bridge, Irene visit

                           firm life strategy coming

                           daily writing realized

                           resume circulation ready?

                           skip exercise after bike day

 10 wants          9  yes  Nancy and Harv life strategies

____________________________________________________________

Note: See case-study weekly review development in the

timed-task-work dissertation chapter.  History eliminated

for brevity.

      Life aims.  After ticking off the requisites of sleep,

exercise, and maintenance, Harv's relatedness strategy want

comes to the fore.  He can evidentially look back at several

relationships.  His first-relationship writing had these



 

 

 

 

 

Conclude                                        Theory W 929

                                                      STRESS

lines -

 

   I pray that you are the adult for whom I am searching,

   The companion, who puts me in my place, without lurching.

      The word adult, from dictionary and thesaurus search,

can be seen to mean fully developed and mature.

      But the word mature can be seen as both an adjective

and most importantly, as an action verb - to develop (come

together), to grow (flourish), to mellow (vocal), to

progress (motion, movement); to derive (gain, realize), to

evolve (commute, convert, mutate), to unfold (expand,

extend, clarify).

      Harv fulfills his continued life-long development

wants through his life actions shown in the above table.  He

wills that these actions will not be reactions to others'

"you need to do for your self (really for me)" demands which

cause bad reactor-stress.  Those others will take more than

I have to give, thus they will not take care of me when I

become overextended - in contrast with full extension with

cooperative care.  Harv looks to cooperative care within his

relatedness actions.

      As Harv continues life-development as far as he can

take his self, overextension becomes an issue - especially

when Harv's self-development becomes compromised.

      Closure and continuation.  Harv has just ended another

trial relationship.  Will Harv now provide the time, energy,



 

 

 

 

 

Conclude                                        Theory W 930

                                                      STRESS

and choice needed to bring fulfillment of his basic human

needs of existence, relatedness, and growth - what our

founders called time for life and liberty?

      From thesaurus search the word life can be seen to

mean actuality, being, existence, reality, truth, vitality;

center, core, crux, essence, nature, spirit, substance.

From thesaurus search the word liberty can be seen to mean

autonomy, independence, license; comfort, ease, freedom,

leisure.

      Leisure time - that comes to be an issue for Harv,

specifically in the support company he keeps, and more in

his recent past, the support company he does not keep.

      Once upon a time Harv took a bike ride, forty quick

miles for a lunch of a tenderloin pork sandwich with extra

onions, two small bananas, a green pepper, and a 50 ounce

soda.  On the way back, on the paved shoulder of the road,

Harv found a Chrysler car emblem and a small rubber skeleton

within several yards of each other.  He also found a penney

- a lucky penney stuck in the road tar.  In fact, he found

two penneys - thus the trip put in two cents for the living

of his life.

      With the emblem as a base, the skeleton named Harv

stands saying, "Screw me, screw me!  I am next to death yet

I will wash your Chrysler car before my own!"  Then there



 

 

 

 

 

Conclude                                        Theory W 931

                                                      STRESS

came another Saturday when he repaired her carpet, her

bedside lamp, and the cord retraction device on her garage

vacuum.  This expert work led to a reward challenge for the

next Saturday of scrubbing the kitchen-dinette linoleum

floor which had a bad case of stubborn dirt from a source

unrecognized.  And, of more importance, the linoleum seams

needed to be resealed first!

      Her carpet, linoleum, and wallpaper seams have

apparently laid open for years!  The maintenance man was

gone.  He shot himself over never being able to do enough

for the family.  That stress led to heart failure -

literally self-inflicted heart damage by gunshot.  He

apparently had no heart left for the family.  Would Harv now

take his place under her philosophy of having a busy person

do ever more work for the seemingly inept family?  Do they

sound like killers, or like stress carriers who practice

ineptitude, victimization, or other forms of

unresponsibility.  Perhaps Harv now witnesses another

allegorical beehive where killer queens are at work, the

first was in Dover DE and the second quite possibly in

Overland Park KS.  The queens are alive and well, whereas

many of the family members are dead or otherwise

incapacitated - quite on the opposite end from the

facilitating of fulfillment for a flourishing life of each



 

 

 

 

 

Conclude                                        Theory W 932

                                                      STRESS

family member.  Whatever the case, Harv has now said, "No,"

to the Nancy challenges, and without so much as a thank you

to either queenship.  His thank you rather comes for the PBS

television program 144 that came on that same bike-ride

night.  Harv identified with the program's concepts of

downshifting, job sharing, and comsuming less so that more

 

time can be shared with each other.  Thus Harv continues.

      Functionally, the not-enough-time PBS program issue

directly follows the dieing-early Eliot issue.  Both issues

come together as Harv's Theory W time-action choice as

willed by the individual in their organization.

      The PBS program began with the not-enough-time problem

of both single and dual parenting, working and non-working -

extended families conveniently ignored, that is, grand

parents, productive child work, and peer productivity.

      Parents have been "forced" into jobs to double the

family's consumption.  According to a Department of Labor

spokesperson, one past wage earner could support another and

three children, now two wage earners can support two

children.  Thus family organization time declines

dramatically.

____________________

 

      144 J.DeGraaf (1994) Running out of time.

Burlington VT: Box 2284.  Seattle WA: KCTS, Oregon Public

Broadcasting.



 

 

 

 

 

Conclude                                        Theory W 933

                                                      STRESS

      Another job time pressure comes from a greater job

hour week.  From a 1969 base, American workers have

increased in numbers, and they work 160 hours more per year

(J.B.Schor, The overworked American) - plus more commuting

time exists.  Japanese now work 200 hours more per year than

Americans, even to the point of fatigue, lower productivity,

less family time, and death from overwork.  Ten thousand per

year die from overwork.  Once in his career Harv worked 100

hours per week for seven weeks in a row.  On that same job

he drove from IL to MN cruising at 90 mph - he never sped

again and still fights the fast growth approach to life,

still not having learned the years'ago, corporate chairman's

personal explanation of the absence of instant genius on the

job.  Harv has always looked for a smarted rather than a

harder way.  Can a person think too much?

      This made-possible doubling of consumption gives us

more things, to the point of individuals not being able to

deal with the inundation - time wise.  Freedom of choice

seemingly exasperates the too-little-time problem, for all

classes.

      Daily talk time between marrieds has declined to 12

minutes per day, yet to build relationships takes talk time.

Parents spend 40% less time with their children than a

generation ago.  The majority of polled parents feel guilty



 

 

 

 

 

Conclude                                        Theory W 934

                                                      STRESS

over spending too little time with their children.

      More child aloneness combined with more freedom in

society can lead to trouble as well as much benefit.

Therefore many believe that parent-child time becomes more

important today than a generation ago.  And in education,

parental involvement seems to be the most significant

indicator in education success.

      In one company, a poll indicated that 23% of the

employees took no vacation that year.  Technology now

directly paces 26 million workers.  For all stressors

combined, the cost to the U.S.economy comes to $100 billion

per year.  Heart specialists call the problem time-urgency

which takes a toll on the body specifically showing as heart

trouble and less life expectancy.  Polyphasing can be seen

as a problem indicator.  Doctors say, "Slow down or die."

Harv recalls his mother saying, "Slow down, take your time."

      A Japanese union fights for an 1800 hour job year, 150

less than the American job year, and much less than the 2200

hour average Japanese job year.  More generally, today's job

world does not allow more free time.  In Peru, some tribes

meet their material needs in several hours per day, the

remaining hours dedicated to socializing and other leisure

activities.  Classical Western civilization believed that

leisure time was important to community development and



 

 

 

 

 

Conclude                                        Theory W 935

                                                      STRESS

understanding of life.  The Greeks saw the job as the means

to be free to do the liberal arts of writing, speaking, and

conversation.

      The 20th century has made job into a religion.  Thus

the job now answers the questions of antiquity, "who am I,

where am I going, what does it all mean for me, what must I

do to be saved."  Job has become an end in itself - leisure

now serves job, the communal focus now shifts to the job

place.  And, not incidently, the job place finds itself

subject to downsizing, bringing to the fore the idea of

downshifting by the individual.

      Our medieval heritage had a 9 or 10 hour job day with

a leisurely pace.  However, there were 150 holidays - 365

less 150 would mean 215 days for perhaps 1900 hours in the

year, less than the present American and Japanese

situations.  In Benedictine terms the "idleness of the soul"

was to be filled with work.  Awareness of time was promoted

via bell and clock.  Clocks appeared as center pieces for

the town and eventually the household.  Optimization of

time, standardization, and predictability of outcomes arose

in the culture.  Time was saved yet less time was released

for the liberal arts, even though higher education preached

the liberal arts.  The culture made different choices.

      Benjamin Franklin proclaimed that adult work, in a



 

 

 

 

 

Conclude                                        Theory W 936

                                                      STRESS

measure of four hours each day would provide for all

necessities and comfort.  Yet by 1900, 14 hour days had come

into being with most holidays, outside of Sundays, being

abolished.  Thus 313 days provided the capability of a 4000

hour job year.  Individuals simply began to take Mondays

off, then organized labor in the 1880s demanded an 8 hour

work, 8 hour rest, and 8 hour do-what-you-will day.  In 1938

the 40 hour week became law and organized labor was working

toward the 30 hour week.  The 2100 hour and 1600 hour work

years had come into being - again.  The 30 hour week lasted

until 1985 at the Kellogg Company.  Expanded leisure hours

were seen to be the flowering of capitalism.  A 22 hour week

was predicted for 1985 and a 14 hour week for 2000.

Instead, consumption has doubled and the job week has risen.

      Some individuals have downshifted.  The Urbanskas have

written Simple Living which describes their search for more

free time.  Saltzman has written Downshifting.  Consumption

can be replaced by more "free" time.  Job sharing can

release time - for example, three employees work four months

on and have two months off.  Business may be recognizing

that the family should no longer be pressured into further

breakdown.  Yet many businesses are going to more overtime

and laying off workers.  Record overtime hours over 1982

levels are worth three million jobs.



 

 

 

 

 

Conclude                                        Theory W 937

                                                      STRESS

      Average vacation statistics are revealing -

 

   United States 2.9 weeks per year

         academe     one year off every seven years

   France        5 weeks per year

   Holland       5

   Germany       6 also 36 hour week, 400 less than U.S.year

                   also applies to 6 hour day with benefits

                   more downward hours and pay progressing

   Spain         6

   Sweden        6.5 weeks per year

      Time can be seen as the essential measure of quality

life as well as one's quantity of life.  The Theory W whole

hour weekly work variance analysis can provide beneficial

insight and direction for an individual's self organization.

The above table folds back to a previous chapter, thus

Theory W can work for the organization of the individual,

providing the weekly means to a strategic aim.  Weekly

"happenings" can fit into a pattern which can be subjected

to the control of the organization manager, in this case,

the individual as their self.  This foundation provides

Theory W with the credibility of applying to larger

organizations.

 

      Work analysis within wisdom realizations.  The

analysis of weekly work can be seen as complex, as

demonstrated by the foregoing essays.  Yet organized life

complexities can be turned back into the workings of an

aimful organization - Theory W provides insight into those

functional organizational workings, providing for aimful



 

 

 

 

 

Conclude                                        Theory W 938

choices when allocating resources.

      Other wisdom realizations follow.

      Incongruities in literature. From the library

research portion of this dissertation project, the most

 

pointed example of differing translations follows.

 

Table 136 - Literature incongruities 

____________________________________________________________

 

First translation contained no Bibliography or citations.

Second translation contained Literary Index of 118 citations.

CHAPTER TITLES COMPARED:

I. The Scientific Literature on the Problem of the Dream

I. The Scientific Literature of Dream-Problems (Up to 1900)

PAGE HEADINGS COMPARED:   Literature of the dream

                          Dream-Problems

FIRST PARAGRAPHS COMPARED:

 

      In the following pages I shall prove that there exists

   a psychological technique by which dreams may be

   interpreted, and that upon the application of this method

   every dream will show itself to be a senseful

   psychological structure which may be introduced into an

   assignable place in the psychic activity of the waking

   state.

      In the following pages, I shall demonstrate that there

   is a psychological technique which makes it possible to

   interpret dreams, and that on the application of this

   technique, every dream will reveal itself as a

   psychological structure, full of significance, and one

   which may be assigned to a specific place in the psychic

   activities of the waking state.

____________________________________________________________

 

      Personal wisdom. From thesaurus search the word

wisdom can be seen to mean education, enrichment, learning;

data, discipline, science; logic, sense; laws, philosophy,

principles, thinking.  This dissertation represents wisdom

as Harv has been able to learn, to grow (as in collect,

gather, harvest, learn), and to contribute (as in write,



 

 

 

 

 

Conclude                                        Theory W 939

submit for publication, teach).

      Wisdom review. In concluding this dissertation, a

review of the narrative concerning wisdom was made -

beginning with a love or pursuit of wisdom being the first

definition of philosophy.  Wisdom and philosophy interplay.

      From the above thesaurus search we see that wisdom

concerns logic - from there we can tie to models and

modeling.145 From the glossary, models can be seen as

patterns or blueprints - therein lies a distinction.  Are

you going to model as a pattern?  Or are you going to model

as a blueprint?

      A pattern would be statistical.  A blueprint would be

theoretical.  But the blueprint would be theoretical only if

the thing blueprinted were not yet constructed.  And if the

thing constructed would be in dynamic operation, as with a

human system such as an organization, the theoretical

blueprint may not be valid.  However, the point of

distinction between statistical pattern and the valid

 

blueprint remain clear.

So what and now what? 

      There came a day when the author saw on his own

 

____________________

 

      145 1:practice, as distinguished from theory;

application or use, as of knowledge or skills.

2:convention, habit, or custom.  Random House (1993)

Unabridged dictionary.  New York NY: RH.



 

 

 

 

 

Conclude                                        Theory W 940

resume, the career of philosopher.  Why did he put it there?

What credentials must a philosopher possess?  What skills

are practiced by a philosopher?  Where do philosophers work?

      Whatever the answers, reading the media could lead one

to believe that a philosophic career can be attractive.

 

Consider the following career comparisons.

 

Table 137 - Age of career usefulness 

____________________________________________________________

 

          philosopher         40-85

          US president        36-80

          accountant          35-50

          historian           35-50

          novelist            30+

          personnel           30-45

          salesman            21-35

          advertising         22-30

          computer operator   21-28

          painter             20+

          lyric poet          17-27

          composer            15+

____________________________________________________________

Note- (245 2).

      From a career in business and past 50 years of age,

that worker would seem to be obsolete in the world of work.

The world of arts would seem a future, if you believe that

you could transist from one career to another [York

footnote].

      Many of us dream of playing music, no less composing

it.  Song writing, however, may be possible - that's

possible, not probable.  How about painting?  Remember the

joke where the fella says, "Yes, My daughter and I have a



 

 

 

 

 

Conclude                                        Theory W 941

very good rapport.  Last summer I painted the outside of the

house with her."  The observer replied [possibly looking at

the painted house], "You should have thought about using a

brush."  So much for being an artisan.

      The writing alternative, however, offers dual

potential.  If one learns the way to write and practices the

art, that skill can be used in conjunction with any career

or passtime.  Of course the writer must have light in which

to write and if this author would redo a past lengthy

acknowledgement he would simply write, "To Patricia so that

she better appreciates the radiance which she gives to

writers."

      Then there comes ye ol' philosopher, the latest of the

career blooms.  What's in a career that blooms so late and

lasts so long.  [Can it be the radiance provided by a caring

Patricia?]

      A lengthly career assumes that worker lives that long.

Could one then argue that a career in philosophy can promote

longer life?  Would the reason be less job stress, more work

satisfaction, better working conditions, among other

benefits?  What about a self-determination factor?  Can

these be possible, and even probable?  The author believed

it when he used the career on his resume.  The resume proof

follows.  Perhaps he always had a philosophic bent or

 

continues to be generally bent.



 

 

 

 

 

Conclude                                        Theory W 942

 

Table 138 - The philosopher career appears in the resume 

____________________________________________________________

 

EDUCATED

earned       "93"   doctorate in functional organization

              79-92 certified management accountancy

              70    master of business administration

              60    mechanical engineering baccalaureate

CAREERS

Philosopher   90+   writing to continue life-long growth

              91    lived and traveled in Europe

Professor     85-93 PhD programs - BGSU Fielding Kensington

              85-90 Terra  Concord  Wesley  Benedictine

Administrator 87-88 Concord Off-campus Evening Program

              84-85 Terra Technical College - 1100 students

              79    State of Illinois - credit unions

Consultant    82-84 Natl.Equipment  Artec  Arndt  etc.

              79-82 Emerson - GE Conrail McGraw-Edison etc.

Manager       76-79 Springfield Plastics - all operations

              74-76 General Signal - DeZurik mfg.admin.

Controller    67-74 Brunswick - Mercury product engineering

Engineer      61-67 Globe Union - Centralab shop operations

____________________________________________________________

 

      Yes, the author sees himself bent toward philosophy.

 

   Those who seriously pursue philosophy do so because they

   love it...  The main motivation...stretches the

   mind...stimulates thinking about fundamental questions.

   (243 305)

 

      Now, at the finish of this dissertation, what's next?

 

   Do research...get information and organize it...write

   clearly and effectively...communicate well...generate

   ideas...formulate and solve problems...elicit hidden

   assumptions...articulate overlooked alternatives...

   persuade people to take unfamiliar views or novel options

   seriously...summarize complicated materials without undue

   simplification...formulate and defend policies...

   integrate diverse data...  construct useful analogies...

   distinguish subtle differences without overlooking

   similarities...adapt to change...teach...(243 310)



 

 

 

 

 

Conclude                                        Theory W 943

 

      "Go forth and teach thy self!"

      Maturation - lifelong maturing.

      We all see that kids grow.  The stifling portion comes

when the words grow-up attaches to the statement.  Thus we

should not see kids grow up, because when they stop growing,

that teaches a certain stagnation.  Rather view growth as a

life-long process.

      Thus Theory W associates with constant growth in the

hands of the expert worker.  This work's foreword uses the

ideas of challenge and growth to represent the life-long

maturation process.  This very personal idea of life-long

maturation links directly with a worthy world-wide

organization Theory Which Theory W represents.

 

      Theory T - teaching.

 

      teacher

      thinker

      tireless

      taunts

      tiresome

      tricks

      treats

      ties to wisdom and love

      Personal meaning.

      In order of reflective importance, this dissertation

attempted to (1) clarify a tool to in turn clarify the

functions of organized human life, (2) experience a large

writing project, (3) associate the dissertation project with

further lively (creative) writing.  The large writing



 

 

 

 

 

Conclude                                        Theory W 944

project pointed to the development of (a) referencing

skills, (b) electronic word processing skills including

hardware maintenance, (c) printed format craftiness, (d)

ultimately coping with the linearity of the writing process,

(e) getting to the mental threshold of publication, perhaps

prolific, (f) requiring non-proliferation of many concurrent

projects which defeat closure of any one of the projects,

and (g) the setting of functional priorities for the

integration of life-work tasks.

      The last judgement. Adages of "being one's own man"

and "minding your own business comes to mind."  This

dissertation certainly grounds to being my own and what my

business has been.  What my business will be in the future

may be seen in a Theory W synopsis.

      My W-words. Five decades ago my aunt tells of my

wanderings as a three year old.  I have not changed.  My

wanderings are based on the emotion of freedom and the need

of relatedness.

      We all wonder about the past and future, and about the

meaning of things in general.  My wonderings are based on

the need for growth.  Growth, however, comes only through

actualization.

      Work actualizes one's needs.  The actualizations can

range through the hierarchy of existence, relatedness, and

growth.  My work bases upon my need for existence, and



 

 

 

 

 

Conclude                                        Theory W 945

through my experience and faith in work emotions of joy and

love.

      Integration. From the above I "see" that the w-words

of wander, wonder, and work provide a personal

interpretation of the psychology of emotions and the

psychology of basic human needs.

      Ownership. I own me - "lock, stock, and barrel."  My

locks should guard my assets, yet my first thought was that

my locks were my blocks.  My "live stock" can be vividly

seen as my self.  Stock, then, should be locked until given.

My other barrels can be seen as a library, a set of

furniture, clothes, and vehicles.

      Writing. The dissertation is written.  Now I rewrite

my resume and perhaps enter the world of publishing.  My

prolificacy depends upon my wanderings, wonderings, and

work.

      Widening. Upon printing 400 pages of the dissertation

there came thoughts of being overextended in life.  The

dissertation printing was going well and would continue.

Yet so many parts written over these years could have been

done better.  So when does better stop?

      In the case of this dissertation, betterment stopped

and printing took priority.  One could say that widening

stopped so as to facilitate the closure of the current state

of extendedness.  The intellectual distance between the



 

 

 

 

 

Conclude                                        Theory W 946

widening-state and overextended-state deserves further

narration.

      The thought of being overextended used the phrase

"span in life."

      Challenge. The respect, encouragement, and challenge

of the self, of and for the self, must be balanced.  To be

balanced, any organization must regulate the giving of

respect, encouragement, and challenge so as to preserve and

reserve a certain amount of internal self-respect,

self-encouragement, and self-challenge - enough to nourish

the self in love, the other emotions, and the conditions and

context for a whole self, able to unlock and give from its

"stock and barrel."

      The final product:  WISE WORK of organization members

on and off the job.

Function view 

     The Theory W pyramid has three sides and a base.  One

of the sides offers functional analysis for the purpose of

improving a designated organization.  The business entity of

Function-View provides functional change improvement for

clients.

     "Job tasks connecting to the mission."

Postmorteum 

      From dictionary search the word postmorteum can be

seen as meaning - 1a:of or relating to the period after



 

 

 

 

 

Conclude                                        Theory W 947

death, 2:an examination or analysis after the event.  Thus

included here are several items pertinent to the

dissertation yet "removed."

      Wrangles. As the final stage of the dissertation came

to be, wrangles occured.  Life-time available for the

completion was certainly the major factor, yet time for

other activities frequently left no time for dissertation

writing.  Thus wrangles occured.

      Life's normal course in Harv's case-study was

hierarchical constructed as the layers of sleep, exercise,

maintenance, relatedness and associated writing.  These

activities frequently took priority over dissertation

activity.  The hierarchical scheme was based on Alderfer and

Maslow science.  Because of the hierarchical assumption of

basic human needs, wrangles occured because not enough time

was left to expeditiously finish the dissertation - even

without a job.  For many years attempts were made to finish

the dissertation while teaching at the college capping

course level - the attempts were not successful.  At times

the possible conclusion occured, that this quality-of-life

status would persist forever.  In reality, however,

progressive wrangles occured whereby time would be released

for the activity sequence of dissertation writing,

professorship job, and career activities.

      Incidential time consuming wrangles occured - there



 

 

 

 

 

Conclude                                        Theory W 948

was a series of two-flat bike rides.  Another wrangle was

that a serious relationship providing much wrangling.  And

that wrangling promoted further wrangles with eating and

sleep.  The most serious wrangles were closed with the

assistance of writing - so vital to the rationalization

process.

      The wrangle process or life-difficulty process

continues as one's life time continues.  But the smarter we

get, the easier it becomes to emphasize closure of some sort

or style.

      Closure. Can some wrangles be lost forever, as in

disappear as a not needed time consumer - never again to

interfere the legitimately judged activity time chosen

around the basic needs of existence, relatedness, and

growth?  In one sense, "Yes, wrangles can be eliminated."

In another sense, "No, wrangles cannot be eliminated, and

must be dealt with on a regular problem-solving basis."

      For example, a relatedness wrangle can be closed with

a seven page essay - on the other hand the essay's summary

exhibit can lead to dozens of other wrangles.  Another

wrangle concerns biking and a series of two-flat occurances.

These wrangles take time to solve, especially when one

chooses to seek a relatedness partnership, and continue to

ride a bike in thorn territory.

      In a general life-scheme, when one chooses a definite



 

 

 

 

 

Conclude                                        Theory W 949

high quality of activity, encompassing the lower

hierarchical basic human need levels of sleep, exercise,

maintenance, and relatedness - definite time allocations

must be spent.  These time allocations require patience and

ingenuity (creativity) - especially when one has growth

activities to actualize.

      For example, growth activities such as case-study

career-type writing, a dissertation, a growthful

career-progression job, and last but not least, learning to

play and playing the keyboard.

      Control. To assure patience in developing productive

and efficient lower-hierarchical time allocations, a weekly

review can be used - judging each activity complete or not.

The consequence from each weekly activity may provide

concise direction for the coming weeks efforts.



 

 

 

 

 

Conclude                                        Theory W 950

 

Table 136 - Week 4194 activity variance analysis 

____________________________________________________________

 

Act Noun          Pre Done Consequence

___ _____________ ___ ____ ________________________________

 

 1  sleep          0  yes  sensical dreams

 2  exercise       1  yes  good progress

 3  maintenance    2  yes  slime tubes

 4  relatedness    3  yes  settled

 5  writing        4  yes  co-de closed

 6  dissertation   5  yes  post-morteum

                           use continue command

 7  job            6  no   bind books

 8  productivity   1  down eating deviation

 9  closures       8  yes  challenges

 10 missings       9  yes  piano, umpire, daily writing hrs

____________________________________________________________

Note: See case-study weekly review development in previous

chapter.

      An unconnected wrangle. The three above wrangles are

each resolved with the weekly whole-hour variance analysis.

The following prior wrangle was not - it presents a certain

written searching process, not closed by turning the

problems into the Theory W scheme.

      This section began as "A challenge for Nancy" and

within days the challenge boomeranged.

      Nancy was such a good married-forever possibility that

the relatedness with her caused Harv to see clear of his

dissertation phase.  Of course, dissertation progress

to-date has also been a cause.  Thus in Harv's case study

the shortest synopsis can be presented as, "A search for



 

 

 

 

 

Conclude                                        Theory W 951

universality - 1984-1994."

      Preliminary word play.  In the process of

electronically writing about the topic of challenge, the

file name chall was created.  That file name can be

pronounced as the word shall.  Used in sentences, this

little item of word play becomes, "Shall I...," and "Shall

we...?"

      Basis of challenge.  The prerequisite for Harv to

challenge Nancy can be seen to be the evidence of Harv's

life philosophy - the acknowledgement section of his

dissertation.

      Challenge dialogue.  The circumstances are certainly

impromptu, yet not necessarily randomly occuring.  "The

harder (and smarter) one works, the luckier they get."  And

"practice makes perfect," especially in 20-20 hindsight

reflection and postmorteum analysis.  The personal card can

serve as the basic outline for talk.

      Harv's personal card.  The personal card took

approximately three years to develop, paralleling Harv's

working of the Kansas City single's marketplace, culminating

with membership in the Village Singles.

      The development of a business card also took place

during this period.  And it started earlier, perhaps six

years earlier.  The continuation of the dissertation process

during this "lost" time supported the definition contained



 

 

 

 

 

Conclude                                        Theory W 952

in both the personal and business cards.

      Why such a lengthy period?  Perhaps rather, "Why not

take as much time as needed?"  And even under contrary

advice, that is, to settle the job situation first, the

personal card issue never took second place, although not

always obvious.

      Although as short as possible, the card must be

detailed enough to capture the essential issues brought

forth by the challenge of a life philosophy.

      Partnership.  Harv defined his need for Nancy to

maintain her own self.  He was apparently getting a hold on

his self or spirit.  Then the two could work on the aim and

support of the third organization structure, that of the we

cooperatively together.

      Nancy attempting to feedback what I want to here has

to be a continuing problem for Harv.  The women go along for

the ride.  Or perhaps both go along for the ride!

      Separate finances.  Harv uncovered Nancy's need to

make sure that a certain sum of Nancy's money was tracked to

her kids per her desire.

      Harv introduced the topic of his cash flow into the

new we organization but the outcome was not that.

Reintroduction will happen.

      Supportive.  Harv has taken the leadership role - in

his own interest, but not at the expense of Nancy's



 

 

 

 

 

Conclude                                        Theory W 953

interest.  Harv has that ability - he can do that function.

      The Ruby axiom of married forever, being the want to

be with each other, has come to fruition.

      Harv requested input as to the required increase in

his financial responsibility - probable job.  But what level

and when was answered by Nancy as, "Do the best you can."

      Aimful.  Harv resisted becoming more involved in

Village Singles, yet went to those functions to support

Nancy's interface with her friends.

      Problems for Harv.  Although other individual's may be

challenged toward some philosophic point of mutual interest,

there appears to be, in practice, an unlikeliness that an

individual may challenge their self.  Perhaps with one

exception.  The exception may be the written expression of a

life philosophy.  Directly "under" a life philosophy there

are goals and then many objectives.  The goals and

objectives can be seen as the solution to the challenge of

the life philosophy.  The goals and objectives then, in

turn, need to be fulfilled or satisficed, not necessarily

solved.  The solutions process proceeds as problems occur

along the timelines of goal and objective activities.  Thus

once Harv establishes his life philosophy, the fulfillment

of same comes to be problematic but not challenging.

      Challenge thus holds ready for use as a action of

confrontation, questioning, waking, calling, or soliciting.



 

 

 

 

 

Conclude                                        Theory W 954 

Harv thus challenges others.

      Challenge versus attack.  In the process of

structuring "shall we" situations, like "shall we separate

finances," Nancy felt that Harv was attaching her.  Attacked

feelings were overcome with a process culminating in hugs.

      The way from whence.  Working back, Harv reentered the

Village Singles' marketplace in July-August 1994 being more

fit from bike riding.  The last of four dance classes was

very enjoyable.  The first volleyball play seriously

wrenched a left foot, but not as serious as the previous

same-location wrench around 1980.  The recent injury has

gradually shut down bike riding, dancing, and even walking.

Bridge has been enjoyable, with the most enjoyable session

coming in conjunction with the best dance class.  In

summary, the summer weight loss and discriminating selection

of activities has provided enjoyment.

      In parallel, Harv's mate search looked at Linda,

Pearl, Janice, Rose, Janet, and Pat.  Acquaintenances Irene

(bridge), Rod (dance), Jean (dance lessons), and Ralph

 

(another seeker) provided input.

      Philosophic cooperation. A wrangle of this sort can

be judged to be far from the dissertation's field - yet the

wrangle takes time, lessens productivity assuming the

dissertation paramount (which it is not), and this

dissertation's theory should direct time to the case-study



 

 

 

 

 

Conclude                                        Theory W 955

organization's aim.  Here then comes a minuette in Harv's

case-study - let's see if Theory W can apply.

      Once upon a time, in the darkness and din of a Kansas

City bottom's establishment, there appeared on a drink

napkin through a gentleman's pen, the words - "serious

business."  The lady added in script, "what is?"  The

gentleman's reply, printed as the third line on the napkin -

"LOVE."  The music played on, and in the aisle-way they

danced.  Perhaps they were in love.  Regardless of

condition, the gentleman had already decided and was

continuing to simply state to the lady at appropriate times

- "I love you."

      Part of the gentleman's loving-in-life scheme includes

the solidification of personal freedom through the use of

growth oriented writing.  Toward that life-long end and for

the more immediate objective of wooing the lady, he submits

this "essay" triggered by the lady's destinction that

something might be deficient in their love life.

      One fine day, among all fine days when one is in love,

came the makings of at least one philosophical discussion.

The lady provided two points of distinction about loving,

"Give up self - no," and "Give up life - yes."

      The gentleman would like to first establish and think

thoughts of him as a self - himself.  And these same

thoughts could be thought about her self.  For the



 

 

 

 

 

Conclude                                        Theory W 956

gentleman, he thinks of his self as his point of choice.  He

physically pictures that choice-point floating around within

his feelings "pie."  If you quarter the pie, the cut lines

represent the continuums of joy-sorrow, and love-hate, with

freedom-fear being the circumference of the pie.  For

example, the gentleman's writing comes from the point of

choice being in the joy-love quadrant and the extention of

the freedom edge of the pie - thus he chooses to write.  He

also chooses to say, "I love you."

      For him, a life with her, presents more of joy-love-

freedom probability than of sorrow-hate-fear.  Much

individual and partnership work will go into making that

challenge into an actualization and fulfillment.

      One fine day the gentleman felt good enough about the

relationship so as not to hold his love back - thus a simple

"I love you" was sounded.  Over several days, the "I love

you" choice was reinforced as the gentleman felt really good

about the relationship.  Then one "I love you" brought a

 

response of, "But you don't know me."  Some poetry resulted.

 

A beginning of a love flight,

Does not instantly deliver the full height.

 

In boarding this flight, I know her direction enough,

And I have exposed my understanding of the tough stuff.

 

From the inside out I know about me,

In turn - does she know about she?

 

My material wealth is more cashed,

Her material wealth is more flashed.



 

 

 

 

 

Conclude                                        Theory W 957

 

Plus many more differences - can she reconcile these?

And will our activities continue to please?

      In this process of life called pleasing, his and her

self must be maintained - that remains the responsibility of

the individuals, and results in confrontations with the

partner.  And if the partners are committed to talk,

synergistic activity, and closeness, then those

confrontations can be growthful - thus everybody wins.  Thus

the strengthened individual can have more capacity for their

self and others.  Assuming that more capacity is

self-fulfilling and better for the surrounding others.

      Returning to the lady's, "Give up life - yes."  The

 

gentleman adds other interpretations -

 

      Give up life      - yes.

      Give up life-time - yes.

      Give up time      - yes.

      In general, without time details, the gentleman's

 

number one and number two goals are -

 

      Enter aimful supportive partnerships,

      or

      Enter aimful supportive relationships.

      Write dissertation full-time until completion.

      The term supportive partnership better directs focus

onto the contribution responsibility of each individual.

      The gentleman interrupted his courtship of his lady to

link up with his daughters and son - four separate

individuals and three partnerships with different aims.

With his lady, the partnership count goes to four.  The



 

 

 

 

 

Conclude                                        Theory W 958

gentleman promotes mutually supportive good-feelings

activity with these individuals.  But what are the aims of

those partnerships?

      One of the partnerships could be described as a

"speed-by" yet courtious interaction - but not serious, as

in "serious business."  In a specific sense, the gentleman

doesn't fit in partnership with one of his kids - yet that

kid did evidentially contribute support to the gentleman in

feeling good about himself.  Yet the gentleman must stay

away from that portion of his tradition which he believes,

provides the bad stress which can be seen to probably lower

the quality and quantity of his life.

      In general, the gentleman recognizes his social needs,

and has developed a definite functional approach toward

continued basic human need fulfillment.

      The number two goal of dissertation completion aims

first at self-application, then at career application.

      Dissertation self-application directs helping visits

to his kids, and the followup promotion of letter writing,

and other writing.  One child has already published.

Perhaps the gentleman attempts to develop his kids into

writing friends - a sort of new family tradition.  And a new

personal tradition.

      Where concrete objectives are concerned, the

dissertation's career-application has a number four place



 

 

 

 

 

Conclude                                        Theory W 959

where concrete objectives are concerned.  The low ranking

reflects the failure of job and client relationships to

provide stable support.  Evidential objectives which fill

 

out the gentleman's goals are -

 

      Get job first.146

      Talk, acts, and closeness with partners.

      Dissertation completion December 1994.

      Article on 15% student study improvement.

      Job interviews.

      Nancy m/Marriage after four seasons.

      Another semi-retirement from year 2001.

      Partners can be seen as friends, and the gentleman, in

his self-case, consciously chooses his friend-time.  Many of

the gentleman's friends fall by the wayside as his

life-travel continues.  In job and personal life, the

gentleman can be seen to have a pattern represented by the

phrase, "I run good feeling partnerships as life successes,"

and "I don't run bad feeling partnerships as life failures."

      The gentleman's thoughts about his current and recent

friends -

 

____________________

 

      146 Per unemployment counselor, Ingrid?, Patricia,

Roselea, and Nancy.



 

 

 

 

 

Conclude                                        Theory W 960

 

Table 140 - Analysis of Harv's recent friends 

____________________________________________________________

 

Name    Description

_______ ____________________________________________________

 

Nancy   potential married-forever partner, dance, sex, talk

        support the freedom life she made - Ms.Nancy maiden

        employer Dr.Goldman seems to have matching wants

        daughter Laurie moving, Nancy seen as 4 bath "queen"

        daughter Jenny uses me as a parent, Nancy seen as 14

        daughter Carol remote fix aligned with defroster

        daughter's boyfriend Marty with different parenting

Lois    past VS, Unity minister, responds to letters

        (see latest letter from Lois - excellent flavor!)

Irene   Village Single (VS), youthful spirit, "mom" feeds me

Mom     getting better as I take the lead

Chris   son needs dogs delivered, wisdom > age, database

        daughter Sue talks some of relationships

        daughter Lisa brought me veggies, AAA triptik

Carol   cousin looking for a man, fighting similar tradition

Howard  built his deck, traded computer interest

Harry   not employer, as landlord, yells at bridge partner

        tenant Max has less exposure, volkswalks

        Atchison couple's bridge

more    previous VS ticket purchase, activities as needed

Nanette has not written since baby

------- past chrono friends, no initiative from either part

Roselea has not contacted me, not my nondependent match

Patricia instant job agent to match her income dependent need

Ingrid  has not contacted me, not available, Terry dependent

Hugh    NE KS minister who never wrote after he moved away

John    after divorce sounding board, married and past mayor

Jan     has not contacted me, new husband built her a house

Minette no contact, my age, body, never a job, dead "king"

Karen   I visited years ago, still steady with Phil then

____________________________________________________________

Note: Ranked in order - best friends lead the list.  Friends

require time.  "A friend in need is a friend indeed," and "A

friend indeed is in deed."

      The time required to cooperate with loving friends,

including some self-time, reaches a substantial sum.  The

table below tracks relatedness time in a 24 hour day and a



 

 

 

 

 

Conclude                                        Theory W 961

168 hour week context for validity.  The relate-to-selves

loving-friends function includes respect, encouragement

 

time, and leader challenge.

 

Table 141 - Relatedness and other hours 

____________________________________________________________

 

Verb      Noun         Week and hours

_________ ____________ ____________________________________

 

                       w36 35 34 33 32 31 30 29 28 27 26 25

relate to selves        71 62 46 50 64 55 32 29 49 34 57 54

maintain  body/mind     48 55 65 65 55 65 66 66 65 66 64 71

pursue    exercise      20 15 7  10 10 16 14 39 29 46 28 18

maintain  assets        19 22 29 15 10 3  14 12 15 12 12 14

do        job            5  9             6

write     dissertation   4    21 22 7  29 26 10     2  1  1

pursue    writing(art)   1  5    6  22    8  11 10  8  6 10

measure   lifetime     168 hours per week

measure   production    71 67 61 61 67 61 61 61 61 61 62 58%

____________________________________________________________

Note: From Harv's Theory W case study. Ranked in hour order.

 

      Playing a spelling game with the word friends -

 

   F R I E N D S

 

   F   I E N             F I N E

 

     R I E   D S         R I D E S       in one's life-time.

      With friends then, we have fine rides which take time.

Fine rides can be seen as fun - not the fun of amusement or

diversion, but rather of joy and playfulness, a playfulness

which avoids hurting and promotes respect, encouragement,

and challenge.

      A challenge can be seen as a defined problem, a posed

question, a previewed controversy, a sort of war in its



 

 

 

 

 

Conclude                                        Theory W 962

narration.  To challenge means to confront, to question, to

wake, and to call.

      Recalling from above, we have serious business, we

have loving in life, not giving up self as choice, but

giving up time for the partnership.  Better put, one spends

time toward a calling or aim.  Perhaps the partnership has a

calling, and each individual has their own aim, explicit or

not.

      The lady has said, "I want you," and "You don't know

me."  Does the lady claim to know the gentleman?  In any

case, the relatedness simply begins - and the relatedness

continues based on mutual activities toward a partnership

calling or aim.  What are the three aims?  What are the

individual responsibilities or contributions to each of the

three organizations?

      One aim may serve all - good feelings of togetherness.

The gentleman's contribution - physical time with the the

lady, from being a person of stature to providing good sex.

In the middle stands the ability to maintain assets - from

trust in himself to physical home maintenance.  Career

contributions include dissertation completion, further

publication, and some form of a less than full-time job,

providing time for a more quality life of less stress, more

years, and higher fulfillment of good feelings with another

and others.



 

 

 

 

 

Conclude                                        Theory W 963

      The interjection of this late-breaking case study into

the dissertation can be seen to point to a simply purpose.

The dissertation can be understood to be a personal task of

applying the business administration principles of

functional organization to the gentleman's own personal

life.  Thus achieving a personal freedom first, and

scientific universality second.  The personal freedom

actualization includes a married-forever relationship with

Nancy.147 That organization's functional organization

still wants for evidential definition and thus cannot be

included in the body of the dissertation, yet has the prime

importance for the author's personal fulfillment and drives

most of the then current "relate to selves" time spending by

 

the gentleman.

      Electronic outline. There came a time in rewriting

this dissertation when it became apparent that an electronic

outline was needed to guide the narrative organization.  The

specific incident of not knowing where to put stray

narrative began the problem definition.

      Simplistically, the computer can be used to simply

 

____________________

 

      147 Nancy has expressed concern about the

interchangeability of her in the married-forever scheme.  A

previous table displays how the author moves through

friends, possibly as he grows, and probably as he has better

understood himself and his needs.  All in the context of not

enough time to complete the dissertation faster.



 

 

 

 

 

Conclude                                        Theory W 964

replace the typewriter when writing.  But that means that

the outline never becomes an integral part of the electronic

writing process.  Another problem was recalled.

      The problem of linking files when printing was never

completely solved - file sizes became unwieldy when moving

pieces of narration to other files.  Tmaker software,

specifically, had a preset file size limit, thus when moving

a piece, the out of space message caused a certain break in

the writing process - the creative process was broken and

the technical process took precedence.  Now this problem

could possibility be solved along with the solution of

providing an electronic outline integral to the computerized

written work.

      The solution idea was to create an print output file

which would not only control printing, but would also

provide a readable outline of the written work.

      Previously, the computer was used to automatically

feed the work's headings to content and index files.  This

provided an after the fact outline - never really leading

the written work's narrative organization.  A print file was

constructed in the form of an outline.  Abbreviations

readable by the author were used for the eight character

maximum file name.  The file which housed the outline was

named OUTPUT since it would handle both functions - an

 

outline and the printing.  Several phases evolved.



 

 

 

 

 

Conclude                                        Theory W 965

 

Table 142 - Theory W output file - phase 1 

____________________________________________________________

 

print nonstop theos

print nonstop theow

print nonstop idw

print nonstop memw

print nonstop firow

____________________________________________________________

Note: The abbreviations represented the five dissertation

parts - past theories, Theory W defined, Theory W applied to

the individual, Theory W applied to members as an

organization, and measuring performance before and after

Theory W use.

      A problem resulted when running TWOUTPUT (Theory W

output file) only the first line was executed - versus the

 

following TWOUTPUT which would run all the parts.

 

Table 143 - Theory W output file - phase 2 

____________________________________________________________

 

print nonstop theos print nonstop theow print nonstop idw pr

____________________________________________________________

Note: The abbreviations of the last two parts are beyond the

computer's screen window.

      The solution was obviously unsatisfactory - one cannot

read it as an outline.  Further programming offered a

 

modified solution.



 

 

 

 

 

Conclude                                        Theory W 966

 

Table 144 - Theory W output file - phase 3 

____________________________________________________________

 

print nonstop theos g twoutput 2 do

print nonstop theow g twoutput 3 do

print nonstop idw   g twoutput 4 do

print nonstop memw  g twoutput 5 do

print nonstop firow g twoutput 6 do

____________________________________________________________

Note: The abbreviations represented the five dissertation

parts - past theories, Theory W defined, Theory W applied to

the individual, Theory W applied to members as an

organization, and measuring performance before and after

Theory W use.

      TWOUTPUT will now print all five part files and one

can read the outline.  But under the weight of practical

complexities the solution was again in trouble - any minor

change meant manually redoing the line number links.  For

example, there are, in reality, eight parts to the

 

dissertation.

 

Table 145 - Theory W output file - phase 4 

____________________________________________________________

 

print nonstop front g twoutput 2 do

print nonstop theos g twoutput 3 do

print nonstop theow g twoutput 4 do

print nonstop idw   g twoutput 5 do

print nonstop memw  g twoutput 6 do

print nonstop firow g twoutput 7 do

print nonstop appw  g twoutput 8 do

print nonstop back

____________________________________________________________

Note: The line numbers have been changed.

      That solution is tolerable thus the addition of more

 

reality ensued - the chapter divisions were added.



 

 

 

 

 

Conclude                                        Theory W 967

 

Table 146 - Theory W output file - phase 5 

____________________________________________________________

 

print nonstop front    g twoutput 2  do

print nonstop theos    g twoutput 3  do

print nonstop badmhist g twoutput 4  do

print nonstop eadmhist g twoutput 5  do

print nonstop orgwebs  g twoutput 6  do

print nonstop orgauths g twoutput 7  do

print nonstop theow    g twoutput 8  do

print nonstop 3sidedw  g twoutput 9  do

print nonstop hypsw    g twoutput 10 do

print nonstop instow   g twoutput 11 do

print nonstop idw      g twoutput 12 do

print nonstop time     g twoutput 13 do

print nonstop wnet     g twoutput 14 do

print nonstop worker   g twoutput 15 do

print nonstop idcases  g twoutput 16 do

print nonstop memw     g twoutput 17 do

print nonstop whyw     g twoutput 18 do

print nonstop bcases   g twoutput 19 do

print nonstop ecases   g twoutput 20 do

print nonstop firow    g twoutput 21 do

print nonstop casing   g twoutput 22 do

print nonstop firob    g twoutput 23 do

print nonstop finiw    g twoutput 24 do

print nonstop appw     g twoutput 25 do

print nonstop back

____________________________________________________________

Note: The line numbers have been changed.

      Unfortunately, the parts are now indistinguishable

from the chapters.  After attempting a more complex

solution, a simple indention served the visual separation

need.  Now the full complexity of a real leading outline was

loaded and modified as needed.  Other indentions were added

for sections and sub-sections.  The result was a workable

leading outline AND a print command file.  Separate note

files could now be integrated expediciously without the



 

 

 

 

 

Conclude                                        Theory W 967

entanglement of exceeding file size limitations or

sequential numbering of files by their part and chapter

numbers.

      As TWOUTPUT file construction proceeded, glaring

instances called for correction - seemed like a proof of

effectiveness.  Some areas were obviously chaotic - some

even without section titles.  Yet the changeover result was

solid, leaving no room for chaos - just room for displaying

organized direction for the writing process.

      The changeover process preserved dual systems, the new

carrying forward, and the old left alone since 460 pages

were already printed.  Those pages were not the heart of the

dissertation work.  Printing of the front materials and the

appendicies was like getting the support materials out of

the way - a good result.  However, the heart of the writing

operation was still to be resuscitated.  The outline in the

specific form of file twoutput proceeded to be the solution.

      TWOUTPUT was provided with three levels of meaning

file names intended to be readable to the author.  The old

"numerical" file name system was added to parallel the new

file names.  TWOUTPUT was printed in condensed print

stripped of print commands and page breaks were established

to maximize readability.148 The outline function in

TWOUTPUT can now take the lead in the electronic writing

 

process.



 

 

 

 

 

Conclude                                        Theory W 969

 

      Meaningful file names are now created with the outline

and the (re)writing process simply filling those files

without fretting about correct sequential printing.  The

print command function integrates with the outline function.

This was a fundamental element in learning to write

electronically so as to facilitate understanding and idea

communication at the book production level.

      Other levels of written production would be the

journal, letter, poem, speech, course paper, essay, notes,

notes with added critique, thesis, and dissertation.  With

completion of the latter, one would be prepared to write for

publication - the dissertation being in significant part, a

student exercise.  Now on to some substantial writing

production, at whatever level.

      The printout of TWOUTPUT instantly became penciled

with what can be identified in general as complexity of

thought - as opposed to the linearity of writing.  Thus an

attempt was made at paperless outlining, to go along with

paperless writing (electronic writing).  The paperless

aspect reflects the student's less-encumbered expression of

the organized version of mind's thought complexity.

      Job tasks, including writing tasks, are linear - and

subject to closure and post-morteum analysis for the purpose

 

____________________

 

      148 At last count TWOUTPUT printed six pages.



 

 

 

 

 

Conclude                                        Theory W 970

of input into future tasks.  Those future tasks can be

"limitless" in the sense of numerous choices.  And even

selected choice can lead to a complexity of life which could

easily be seen as confusing - to self and/or to others.  The

linear process supports the quest for clarity, yet does not

guarantee clarity.  Only the human mind, with linearity

organizing complexities of thought, can provide clarity.

And perhaps with clarity achieved, there will be no one to

listen - and we die alone, leaving others to live their

complex of linearities.  Thus individual organization comes

under study.

      Individual organization must pass the test of

practically, or better said, be open to improvement.  As

TWOUTPUT was worked, it more and more paralleled the content

file which in fact stretched over two files, even without

the index level detail.  The test of practically seemed to

prove the reinvention of the contents file.  Work proceeded,

attempting to eliminate the extra TWOUTPUT file.

      What then happened to the idea that the electronic

outline integrated with a print command file, would drive

the writing process, and specifically the rewriting process?

Seemingly, the "after the fact" contents file served that

purpose, being automatically rerun until no more changes

evolved.

      Then what of the leading function of the outline?  The



 

 

 

 

 

Conclude                                        Theory W 971

leading outline could well be handled mentally along with

the title page, an explanation of parts probably in the

abstract, an explanation of the chapters, and finally the

contents file.  When rewriting, for example, a specific

chapter, the part files were also tagged along to provide a

vehicle for moving files away from that specific chapter,

yet not muddling the moving process by having to pinpoint

exactly which chapter or subchapter should receive the

material.  Part files were cleaned when a chapter of that

part was rewritten.  Thus a large dissertation could be

rewritten with a relatively small amount of computer space.

An old T1000 with chip drive worked well for writing and

rewriting, and with the above scheme, the work was

facilitated.

      After the dissertation, the author thus continued to

write, but not avidly.  In the main, the author has pursued

supportive relatedness BEFORE dissertation completion, thus

reflecting a lower priority in the author's life-time

allocation scheme.  From the following table, the author's

quality of life percentage has increased over time, but the

 

time spent on the dissertation has been inconsistent.



 

 

 

 

 

Conclude                                        Theory W 972

 

Table 147 - Hours of writing 

____________________________________________________________

 

Verb      Noun         1994 week and hours

_________ ____________ ____________________________________

 

                       w36 35 34 33 32 31 30 29 28 27 26 25

write     dissertation   4    21 22 7  29 26 10     2  1  1

pursue    writing(art)   1  5    6  22    8  11 10  8  6 10

measure   production    71 67 61 61 67 61 61 61 61 61 62 58%

____________________________________________________________

Note: From Harv's Theory W case study.  See further table

for complete view of author's time.

      The author's life-time has rather been spent on

relatedness matters and a certain better quality of life.

The following presents a vignette of relatedness - not quite

detailed enough to provide a worknet for the partnership

 

organization.

 

Table 148 - Suggestions to improving rate of volunteering 

____________________________________________________________

 

Act Verb        Descriptor    Noun

____ __________  _____________ ____________

 

 1   make        interesting   appeal

 2   make        unthreatening appeal

 3a  state       theoretical   importance

 3b  state       practical     importance

 4   state       altruistic    benefits

 5   consider    courtesy      gifts

 6   have        highstatus    requester

 7   avoid       stressful     research

 8   communicate normative     volunteering

 9   make        personalized  appeal

 10  consider    volunteer     publicity

____________________________________________________________

Note: (211 255).



 

 

 

 

 

Prologue                                        Theory W 973 

 

Chapter 18 - Functional church 

 

      Work-web for Harv-Sue

      Theology and church

      Review.  The prior 17 chapters complete the

dissertation except that the author's life had experienced

major functional changes before, or along with its

completion.

      Summary.  A completed, or at least a completing

dissertation on functional organization provides the

opportunity, and better, the necessity of organizing one's

life-time functionally - on a conscious basis.  Perhaps this

Prologue presents the real purpose of this dissertation -

now brought into more flourishing reality.

      Next.  Continue writing and probably publish in

conjunction with working one's flowering functional

life-organization.  Avoid a job and other work-tasks which

would interfere with realizing the chosen functional aim of

one's life - the ultimate in unification theory application!

Work-web for Harv-Sue 

      Resulting from advancing his spiritual life, Harv

participated in the development of a functional organization

named Harv-Sue.  The name Sue-Harv came to mind in

recognition of Sue dominating some aspects of the

organization (relationship), but since Harv has the

documentation responsibility, the Harv-Sue name was chosen.



 

 

 

 

 

Prologue                                        Theory W 974

 

      Harv's spiritual life has been his primary concern for

the last 15 years - his first career-life having burned out.

Now he has a more balanced life, or perhaps simply a

different life.  And hopefully the Theory W work-web will

 

explicitly help in facilitating the future.

 

Table 149 - Work-web for Harv-Sue 

____________________________________________________________

 

Act Verb      Descriptor     Noun          Pre Who Done Whrs

__ __________ ______________ _____________ ___ ___ ____ ____

 

 1 experience                joy               H S  mu   no

 2 experience                love(caring)      H S  mu   no

 3 experience                freedom        4  H S  mu   no

 3 experience                freedom        5  H S  mu   no

 4 write                     dissertation      H    no  yes

 5 track      time           reality           H    yes  no

____________________________________________________________

 

Theology and church 

      The following essay delayed printing of the

dissertation's part three (a point for chronological

reference).  The essay exemplifies the importance of

advancing and advantaging one's life-support needs

(existence, relatedness, growth), yet returning once again

to a major, not necessarily THE major, life-work task of

writing a dissertation.

 

                          A CHOSEN

                    THEOLOGY AND CHURCH

                             by

                          H.L.Otto

                          May 1995

                         Leawood KS

 

      There can come a time when an individual consciously



 

 

 

 

 

Prologue                                        Theory W 975

chooses a theology and a church.  In this case the

individual perhaps created a theology, and formed his own

church.

      His theology bases on the Old and New Testaments, has

12 commandments, and enters the Bible at 639 occurances of

the root word spirit.

      The church realized by this man emphasizes two

particular definitions from a secular dictionary, resulting

in conscious acts as becoming and being his own

worker-minister, his own relatedness-officer, and his own

 

ecclesiastical-organizer.

 

       church - n.4.ecclesiastical government, as opposed to

   secular government; ecclesiastical authority and

   influence...5.the organized body of Christians in any

   particular [extended family,] district, city, state, or

   country; as, the church at [Otto's place]...9.the

   profession [serious work] of the Christian ministry; as,

   he has gone into the church [into church work].149

 

____________________

 

      149 J.L.McKechnie (1983) Webster's new universal

unabridged dictionary.  New York: Simon & Schuster.

      Other definitions not chosen - 1.an edifice

consecrated for public worship...2.the collective body of

Christians, composed of three great branches, the Roman

Catholic, Protestant, and Orthodox Eastern...3.C_a

particular body of Christians united under one form of

ecclesiastical government, in one creed, and using the same

ritual and ceremonies...6.the worshipers of God before the

advent of Christ, 7.any group of worshipers, 8.any organized

body of Christians occupying the same edifice for religious

worship; a congregation...10.public worship; religious

service.

      150 Upon review of The Twelve Spirit Commandments,

Dr.Pherigo answered, "Yes," to H.L.Otto's question, "Do I

have a theology here?"  Individuals can create their own

theology!



 

 

 

 

 

Prologue                                        Theory W 976

      Dedicating his life to church work meant the

lamination of the term spirit-work onto the church-work

term.  This 24-hour-a-day life work can now be seen as a

personal spirit-church adventure.  One item of adventure

involved theology.

      At a lecture series on theology there was expression

about truth - not that theologians express same, but rather

that they express their opinion of the truth.  That idea,

together with opinion about a replacement theology,150

began some solidification thought about those good things

called god and church - or if you prefer, God and Church

capitalized.

      Process theology appears to be a popular educational

topic within the Church.  Many church members are talking

and thinking in the terms of process theology, attempting to

make better sense of these things called god and church.

      Suchocki begins her 1989 book with several ideas about

Christian generations being diverse cultural communities -

"God is for us," "the profound conviction that God is a

force for love, trust, and hope," "a drive for expression,"

and "a call to the ever-new creation of communities of love,

trust, and hope."  "We speak, creating a tradition that is

continuously appropriated and transformed...so that we might

live as a complex community called the church." (151 1)

Thus setting the stage for a theology of change - away from



 

 

 

 

 

Prologue                                        Theory W 977

past theologies.  A difficult task considering the magnitude

of vested interest represented by past theologies.  And

especially vital when one's individual spiritual growth

becomes limited by rule and ritual.  That's the time for

change in thought and verbiage.  Thus enters a process

 

(non-changeless or changeling) theology. 

      Unfortunately, many are struck dumb by the past

theologies - and perhaps a few uneasily speak, yet most

don't speak.  For a primary example, worship service as

church, doesn't offer speaking and active listening

opportunity.  Additionally, educational lectures as church

offer little speaking opportunity.  Finally, few of us

write, and if we do write, who will read?  And who will draw

us out to speak "the ever-new creation...that is

continuously appropriated and transformed...so that we might

live..."  The complexion of that latter life implies

personal choices as to life-quality, whereas the

aforementioned dumb life was "a complex community called the

church."  Both lives seemingly must live.

      Now comes a selfish truth, "Do you, as church, live a

life of choice?  Or does the church choose the truth for

you?"  The essence of this truth is personal responsibility

 

____________________

 

      151 M.H.Suchocki (1989) God, christ, church: a

practical guide to process theology.  New York: Crossroad.



 

 

 

 

 

Prologue                                        Theory W 978

for one's spiritual life - the type of spiritual life which

can be lived beyond the confines of the Church walls, or

whatever confining walls exist against the god force for

love, trust, and hope.  A particularly challenging endeavor

for a Church can be seen as differentiating between love and

sex, and then to teach definitively as to what exactly love

can be for the individual.  Failing in defining love versus

sex, could the Church then be accused of being unloving?

      Where then does one find love, especially when one

considers that only individuals can provide love.

Concerning church one can view Church attendance as an

activity in finding others who will love you and where you

can love others.

      For definition, love can be seen as a three tiered

process - respect, time and encouragement, and challenge.

Love as a life process links essentially with the idea of

personal responsibility.  The love process naturally orients

from self to others - loving self first then others to reap

the benefits of each others' love.  Trust then becomes a

personal ability, with hope for self-fulfillment springing

eternal.  Suchocki's book beginning now has a personalized

connection.

      The human spirit can be seen to spring eternal, with a

God as Spirit theology providing encouraging results - the

enthusiastic spirit being attractive to and for others.  The



 

 

 

 

 

Prologue                                        Theory W 979

spirit can be seen as THE force of the cosmos, actualized

each and every moment of time.  Time, like god and love, are

human concepts.  In that context, nothing exists beyond the

mind.  Inert matter nor non-souled animals do not care about

truth - only human deliberation brings truth into their

reality - including the super-human reality of god.  God

without the human mind has no need to exist.  What then

remains without humans in the picture can be seen as ecology

by process theology. (152 143-58)

      Now put humans back into the ecological god concept

and the process theology conclusion clearly comes to be that

humans are to worship the ecology.  Unfortunately for

process theology, wherever there are humans, there comes

spirit.  Thus God the Spirit better deserves credit for the

human condition of love, trust, and hope.

      God the Spirit offers the primary placement of trust

in self, and hope for what the self can become.  Self-trust

combined with the challenge level of love can bring the

individual into self-fulfillment and self-actualization - in

spite of some church and community theologies.  The

individual then, becomes the context within which church and

community exist.

 

____________________

 

      152 J.B.Cobb & D.R.Griffin (1976) Process

theology: an introductory exposition.  Philadelphia

PA: Westminister.



 

 

 

 

 

Prologue                                        Theory W 980

      Too often we slip into the perspective that the

individual exists within the context of the church and

community.  Occasionally we defy the idea that the

individual exists for the context of community governments -

even against governments who are chartered for, by, and of

the people.  Professional politicians are suspect as vested

interests, not unlike the clergy and officers of the Church.

Yet individuals of like spirit will always be church,

perhaps contrarily as seculars and laity.

      Process theology does not seem to provide the spoken

creativeness toward "a tradition that is continuously

appropriated and transformed...so that we might live as a

complex community called the church."  Many of the dominant

appropriations of previously theology need first be

relegated.  Perhaps that will be only be accomplished when a

 

functional organization scheme becomes operational. (153)

      Suchocki ends her exposition on process theology with

a fantasy of expression.  This process theology just doesn't

reveal a visionary elemental way of life for the human

individual.  The human spirit, once again, finds their self

feeding at the theological table of rule and ritual,

awaiting the facilitation of change - also known as

 

____________________

 

      153 The spirit commandments of table __ are

translated into functional organization language so that a

work-web of any church or Church may be constructed.



 

 

 

 

 

Prologue                                        Theory W 981

 

leadership.

 

      Finally, perhaps the expression of a vision of reality

   that is relative to our time and place is simply a mode

   in finality of what might finally be an everlasting

   dialogue, each sharing with another a vision of beauty

   from a particular perspective, yet keenly and gratefully

   and joyfully feeling the depths of beauty from which all

   our visions spring. (151 236)

      Cobb and Griffin begin their 1976 book with a

foreword, rejecting at least five views of God - cosmic

moralist, unchanging and passionless absolute, controlling

power, sanctioner of the status quo, male. (152 8,9)

      They begin the book with a succinct Whitehead quote

 

from among his many writings.154

 

      Whatever suggests a cosmology, suggests a religion.

   (RM 141) (154)

      Then they cite Becker for the explaining reason.  This

 

also gives credence to a spirit theology.

 

       The desire to correspond with the general harmony

   springs perennial in the human beast. (155 63)

 

____________________

 

      154  (1926) Science and the modern world. Macmillan.

           (1926) Religion in the making. Macmillan.

           (1929) The function of reason.  Princeton U.

           (1929) Process and reality. Macmillan.

           (1933) Adventures of ideas. Macmillan.

           (1938) Modes of thought. Macmillan.

           (1951) Immortality, pp.682-700 in P.A.Schilpp(ed)

The philosophy of Alfred North Whitehead.  Tudor.

      Born in 1861, his father was a vicar of the Church of

England. (152 162) C.L.Malik of Lebanon, who, at Harvard

University in 1937, wrote his doctoral dissertation under

Whitehead...testifies to his deep indebtedness...later

became president of the 13th General Assembly of the United

Nations. (152 165)



 

 

 

 

 

Prologue                                        Theory W 982

 

      That human spirit, the divinity of which can be seen

as God, can be seen from the Bible as shown in table __.

      Cobb and Griffin begin their introductory

 

process-theology book as follows.

 

      Since our own experiences are instances of the reality

   to which these ideas apply, they are immediately relevant

   to out existence as persons.  They describe the necessary

   and universal features of our experience and indicate the

   options for self-actualization... (152 13)

      Self-actualization can be identified as a Maslow term,

with the basic universal human needs of existence,

relatedness, and growth defined by Alderfer's statistically

significant experimental work in scientific psychology - the

humanistic entrance differentiated from the other paths of

Freudianism, cognitivism, behaviorism, and eclectic.  An

interesting connection.

      Using personal knowledge as to our individual

experiences, we can study the data for patterns.  Harv's

case study provides an example.Æ156æ Choice and persistence

can be readily perceived as the essence of personal

experience.  Vision for the future can also be integrated

into the scientific-psychology schema.  The following tables

demonstrate one approach to an individual case study.

      Cobb and Griffin end their introductory process

 

____________________

 

      155 C.Becker (1932) The heavenly city of the

eighteenth-century philosophers.  Yale University.

      156 H.L.Otto (1996) Theory W: 



 

 

 

 

 

Prologue                                        Theory W 983

 

theology book as follows.

 

       To be responsible...is not finally to shoulder an

   unendurable burden.  It is to share in the divine

   adventure in the world.  Although its outcome is never

   assured, and although it entails the sacrifice of many

   past forms of enjoyment, in itself it is joyful.  The one

   who experiences the joy of this participation in the

   divine life hopes urgently for success, but accepts the

   risk that the only reward may be in the joy

   itself. (152 158)

      Thus can be seen that "process theology is a

philosophical theology," (152 159) indicating that it has

an aim, which can be taken as the above "joy itself" and the

other good feelings of love and freedom.157

 

      Now let the individual of this case study build his

own church - the aim being his good feelings, and the good

feelings of others.  The previous table consciously and

explicitly structures the way to that end.

 

____________________

      157 Find the introductory psychology reference.



 

 

 

 

 

                                                Theory W 984 

 

Part for back materials                             

 

      Works cited and bibliography

      Index

 

Chapter for works cited 

 

      References - numerical

      References - alphabetical

      Bibliography - alphabetical

      References - numerical.  References denote usage in

the dissertation, thus the usage page numbers are shown.

The work-cited method is parenthetical notation.  Footnoted

(superscripted) parenthetical notaation indicates that

reference information appears in the footnote.

 

      1   B.Abrahmsson  234-5,628

      1s  Larson  a272-3,277-84

      2b  Stewart  a292

      2m  Broyles  a213

      2s  Kleemann  a273-7

      3b  Schapiro  a293

      3m  Goldberg  a213,216

      3s  Collier's Encyclopedia  a281

      4   C.I.Barnard  38,115,146-7,149,156,163-6,179,181-2,

                                           224,240-1,270,654

      4m  Stoner  a217,233

      4n  Menninger  96,97

      5   P.M.Blau & W.R.Scott  171,188-90,193,195,210,

                               235-9,260,265,275,550-6,600-1

      5s  Jauss  a273

      6   S.C.Certo  145,148,167,626

      6s  Thaller  a280,287

      7m  Baker  a212

      8m  Geist  a232

      9   Harvard Business Review  107,147

      11  H.G.Hicks  152

      12  L.J.Kazmier 236,238,271,275-6,348

      14  R.M.Hodgetts  548-9

      19  J.L.Massie  165-6,599-600

      20  A.R.Negandhi  353,627

      21  J.W.Newstrom, W.E.Reif & R.M.Monczka  148-9,151-3,

                                                   480,577-8

      23  J.O'Toole  557-9

      24  S.Parker  171,557,559

      30  R.B.Brown  368,403,884

      32  368,832

      33  E.Turban & N.P.Loomba  234,238,240,272-6

      34  368,832

      35  J.Kelly  104,454,596

      36  D.P.Whitaker  171

      40  J.K.Galbraith  178,241,654

      41  I.Avots  324-5,596,868

      44  Encyclopedia Americana  80,82-84,86,87,104--a36

      45  F.E.Fielder  627

      47  L.J.Henderson  487,489,496,499,526

      48  B.Hodge, R.A.Fleck & C.B.Honess  107

      50  Library of Congress  170--a38-9,41,43,89-90,236

      51  J.Mumaw  171,471

      52  D.H.Meadows et.al.  359-60,629

      53  W.S.Neff  285,562,565-6,572-3,575,577,601-2

      58  W.Strunk,Jr & E.B.White  a105

      60  K.L.Turabian  64,109--a46,105,125-9,140-3,151

      61  Webster's  8,78-87,93,101,103,390,405,409,417,514,

                       569,909--a166,178,206,215,225,291,311

      62  American Psychological Association  64--a69,89,94,

                             105-6,125-6,128-9,141-3,151,153

      63  H.L.Otto  354-8,409-12

      64  J.Bronowski  278-84,503-6

      65  J.Bronowski  11,260,504

      66  F.C.Crews & S.Schor  64,437--a69-70,72,104-5,

                         123-4,126-8,135,140,143,148-9,160-1

      75  Benedictine College  865

      76  M.G.Patrick  470-1

      77  D.F.Kocaoglu & D.L.Cleland  349,471

      78  P.C.Dinsmore  325

      79  A.O.Manzini  303-4

      80  J.V.Murray & F.A.Stickney  323,325,327

      81  H.Kerzner  311,315-7

      82  H.A.Williams  311

      83  324

      84  C.E.Leslie  150

      85  D.L.Cleland  194,317,595

      86  V.G.Hajek  313,317

      87  L.C.Stuckenbruck  319

      88  G.Bushe, D.P.Danko & K.J.Long  153,307

      89  D.E.Zand  386

      90  R.Chin & K.D.Benne  383-5

      91  F.Friedlander & L.D.Brown  383

      92  J.I.Porras & P.O.Berg  242,244,375-6

      93  R.B.Dunham  382

      94  W.F.Dowling  379,381

      95  M.R.Weisbord  380-1

      96  M.B.Miles & R.A.Schmuck  375

      99  W.L.French & C.H.Bell  373

      104 R.J.Connell  702-4

      105 A.Kuhn & R.D.Beam  183,185-8,191-3,195-6,263-5

      106 C.Argyris  66,67,213-5,881-82--a82

      107 Norton  413

      108 T.G.Cummings  150,301,398-9

      111 T.McLellan, A.Bragg & J.Cacciola  a256,259,266

      112 W.L.French, C.H.Bell & R.A.Zawacki  179,224,242,386,654

      113 W.G.Bennis, K.D.Benne & R.Chin  107,224,245,339-40,887

      114 W.M.Cox  85,107,244-5,290,299--a268

      114L G.L.Lippitt  764d-7d

      115 G.C.Reid  244-5,325,394,396,429-30

      117 W.L.French & C.H.Bell  184,368,887

      118 Benedictine College  64,844,850,853-6--a84

      119 O.E.Williamson  155,158,183,325

      120 B.G.Glaser & A.L.Strauss  431,435,453

      121 B.J.Caldwell  449-50

      122 H.I.Ansoff  160,262,264,320,348-9,814-5

      123 P.F.Drucker  266,343--a17-8

      124 J.A.Stoner & R.E.Freeman  110,111,331-2,335,341

      125 B.L.Reece & J.P.O'Grady  110

      126 R.J.Aldag & T.M.Stearns  110,111

      127 R.M.Restak  98,344,478,480

      128 D.I.Cleland  147

      129 D.Cable & J.R.Adams  314,455

      130 E.C.Mechler  46,194,240,595

      131 W.F.Baber  399,401,404,406-8

      132 J.J.Morse  578

      133 G.D.Kissler  104

      134 L.L.Waters  350

      135 J.W.Stuntz  323-4

      136 M.Moravec  596

      137 S.F.Miketic  595-6

      139 M.D.Martin & P.Cavendish  321

      140 G.H.Labovitz  321

      141 M.Moravec  321-2

      142 W.E.Souder  321

      143 J.G.Paolillo  151

      144 J.R.Adams & N.S.Kirchof  302,320

      145 F.Oldham  147

      146  817

      147 K.Knight  290-2,295,296

      148 D.Sheane  291

      149 A.G.Hopwood  296

      150 A.R.Janger  303,309,312,324

      151 S.M.Davis & P.R.Lawrence  181,300,312,314,322,325-6,594

      152 C.Nakken  a254-7,262

      153 W.Kritsberg  a253,258,260-1,263

      154 Atchison Youth Center  a264-5

      155 R.Kraut  442,909

      156 W.K.Zinsser  546--a77,86,88,140-1,143,150,201-2,206

      157 J.D.Mooney & A.C.Reiley  779-80

      158 D.R.Kingdon  780

      159 F.W.Taylor  783-5,787-8,790

      160 F.W.Taylor  782-3

      161 J.G.March & H.A.Simon  781-2--a65

      162 A.D.Chandler  348

      163 R.Likert  287,834

      164 H.Fayol  245-7,271,276,278,305,308

      165 C.Argyris  278,284-6

      166 H.A.Simon  286

      167 L.Urwick  286

      168 R.M.Stodgill & K.Koehler  286

      169 L.Urwick  289,290

      170 D.L.Cleland & W.R.King  263,289,812-3

      171 M.P.Follett  288

      172 F.W.Taylor  289--a17,163

      173 U.S.Congress 289

      174 D.McGregor  110-12

      175 P.E.Holden, L.E.Fish & H.L.Smith  112,402

      176 R.R.Blake & J.S.Mouton  112-5

      177 J.Fahnestock & M.Secor  a161,173-7,179-87

      179 J.H.Jackson  112

      180 H.D.Kolb  113

      181 S.Papert  50,211,217-9,463,651--a149-50

      182 L.Gulick & L.Urwick  410

      183 H.Fayol  241,410,550,653-4

      184 J.Lee  109,241,597,652,654

      185 M.P.Follett  241,597,652,654

      186 H.S.Dennison  144,154,241,653-4,766

      187 V.A.Graicunas  155,241

      188 L.Urwick  156-7,241,306,653-4

      189 L.Urwick  143,241,411,654

      190 L.J.Henderson, T.N.Whitehead & E.Mayo  158,241,

                                                     327,654

      191 L.Gulick  241,310,654

      192 F.J.Roethlisberger & W.J.Dickson  196-7

      193 T/Maker Company  a106,143

      195 J.E.Aaron  a95,97,99-103,158,170

      196 J.Campbell  a245,247-8

      197 J.Campbell  909--a132-3,244,246-9

      198 D.J.Boorstin  a169

      199 W.G.Campbell  a126,128-9,140-2,167

      200 J.Rackham  41,355,515--a66,76,86,91-3,110,112-4,

                                           130,140,157-8,162

      201 H.L.Otto  a75

      202 Microlytics  88-91,351--a96,165

      204 U.S.Bureau of the Census  26,31,490,510

      205 Kensington University  a1,31,46

      206 F.L.Pigge  a47

      207 D.Madsen  a38

      208 E.T.Nickerson  a38,45,49

      209 J.J.Shapiro & S.Nicholsen  a77,81,95,97-9,118-9,

                                                     123,172

      210 E.Berne  186,198

      211 W.R.Borg & M.D.Gall  211,425-6,428-9,872-3,885,

                                      891,903,972--a12,19,26

      214 The college blue book  57

      215 Bowling Green State University  43

      216 Carnegie Commission on external study  48

      217 Careers in psychology  54,57,58--a43

      218 Bowling Green State University  43,46

      219 J.V.Clark  834

      220 S.Toulmin  a172

      221 R.Mitchell  a40-1

      222 D.Wallechinsky  489,510

      223 B.B.Wolman  35

      224  625

      225  627

      226  560,592-3

      227 Right Mgt  768d

      228 M.K.Thorson  55

      229 B.Russell  440,443-52,457-9,465-9

      230 Random House Dictionary  485,488

      231 D.A.Woolf  394,431,434

      232 W.G.Ouchi  431-3

      233 M.Rosenstein  351

      234 D.G.Myers  418-9,422-5--a122,205

      235 L.B.Barnes  835

      236 W.G.Bennis  344-5

      237 K.Burns  541

      238 D.G.Arner  440-1,458

      239 R.Ferber & P.J.Verdoorn  427-8

      241 M.Beattie  a265

      243 American Philosophical Association  942

      245 Hampton, Summer & Webber  14,145,433-4,824,940

      246 S.J.Katz & A.E.Liu  514--a266

      247 A.Maslow  333-5,397--a200,251

      248 N.N.Ragno, M.D.Toth & B.G.Gray  a79-80,95,99

      249 H.Levinson  472,592

      252 N.Babchuk & W.J.Goode  239

      252f Fielding Institute  419,421--a30,135

      253 E.Jaques 238,250

      254 M.Dalton  238

      255 R.A.Johnson  a250

      255 J.Roger & P.McWilliams  a252

      256 P.Selznick  219,235,336-8--a71,129

      257 H.A.Simon  237

      258 T.Parsons  237

      259 T.Parsons,et.al.  237

      260 W.F.Whyte  236

      262 E.Nagel  236

      263 Manning & L.Romney  201-3

      264 McGraw-Hill  79--a170

      265 J.A.Sanford  a243

      266 L.Farber  98,99

      267 M.D.Hankel, M.Sorcher, M.Beer, & J.L.Moses  123-5

      268 E.E.Chaffee  125

      270 Bare  248

      272 University of Chicago  8,80,81

      273 L.M.Wolfe  126

      274 L.Romney  203-5

      275 A.Tucker  248--a16

      276 H.R.Bowen  259-60

      277 H.R.Bowen & G.K.Douglass  252

      278 H.R.Bowen & W.J.Minter  252

      279 I.K.Davies  269

      281 T.W.Schultz  250-2

      282 J.D.Koerner  253-6

      283 B.Ruml & D.H.Morrison  256-9

      284 Murdick  261-2,825-7

      285 W.G.Rossi  266-7--a7,10

      286 D.L.Yule  267-8--a25

      287 J.H.Madge  269

      288 H.Mintzberg  124,270--a25

      289 H.Mintzberg  269

      290 H.Mintzberg  269

      291 H.Mintzberg  269

      292 H.Mintzberg  269

      293 H.Mintzberg  269

      294 W.R.Tracy  269

      295 M.S.Knowles  269

      296 M.S.Knowles  269

      297 M.S.Knowles  269

      298 M.S.Knowles  269

      299 Knowles & Hart 269

      999  492

      References - alphabetical.  References denote usage in

the dissertation, thus the usage page numbers are shown.

 

      Adams  a17

      Adler  778

      Alday  904

      Alderfer  546,603,606,612,692--a82,200,251,397,481

      Andrews  877

      Angell  764d

      AYH  871

      Babchuk  554

      Bakke  765

      Bakdwin  a17-8

      Bakke  573

      Barnard  625

      Beattie  610

      Becker  548,982

      Benedict  625

      Bissell  724

      Blake & Mouton  210

      Blough  874-5

      Bowen  a8,18,25

      Brayfield  571

      Broom  601

      Brown  573

      Buber  787

      Burgess  353--a18,27

      Buros  891

      Campbell  884--a18,56

      Carpenter  625

      Cobb  979,981-2

      Conley  a16

      Concord  786

      Culberson  877

      Dalton  556

      DeGraaf  932

      Dewey  764d,787

      Dickson  571

      Dixon  672

      Dressler  205-9

      Dyer  546--a200,251

      Eich  172

      Eliot  922

      Erikson  562

      Finn  724

      French & Bell  210

      Form  573

      Fromm  562

      Gandt  397,512,626

      Gellerman  571-2

      Gerth & Mills  189,274

      Goode  554

      Goren  869-70

      Greathouse  684,913

      Grove  686,913

      Hackman  382

      Haimann  a13

      Haire  573

      Hanson  635

      Herzberg  571

      Higgins  a18

      Hodfkinson  125

      Hoppock  571

      Jacobson  171-2,892--a26

      James  490,534,787

      Jaques  556

      Jessup  a17

      Jesus  606,608,610,615,618

      Jourard  787

      Kahn  593

      Keller  a16

      Kellogg  936

      Kerman  171-2

      Kierkegaard  525

      Kingstone  a25

      Koran  892--a18,26

      Kotter  124

      Lakien  a118

      Lancaster  a19

      Lazarsfield & Rosenberg  191,600

      Levinson  592

      Liffick  a19

      Lifton  891

      Lindeken  a14,25

      Lowe  a306

      Mabie  a167

      Margolies  419

      Maslow  546,593,603,606

      Mason  429

      Mass  632

      Mausner  571

      McCall  124

      McIntyre  a162

      McKechnie  181,296,758,975

      McVey  a295

      Megaw  a16

      Meneilly  500,616,618,620

      Meyer  a19

      Miller  573

      Molton  770

      Morecock  a16

      Morse  578,885

      Mumford  893--a19,26

      Musselwhite  899

      Nagel  191

      North Central  534

      Ohio Inter-University  a16

      Otto 612,633-4,636-45,687,982

      Page  194,236,552

      Parsons  553

      Patten  a16

      Pauk  a122

      Pelz  886

      Pherigo  975

      Piaget  368,608

      Pigge  625,627

      Pirsig  392

      Powell  500,516,547,608,612,614,616,692,772,775

      Random House  462

      Randolf  a16

      Roethlisberger  571

      Rorty  702

      Rosenthal  171-2

      Rothe  571

      Roy  554

      Rubenstein  a13

      Russell  a12,17

      Salancik  a16

      Saltzman  936

      Sayles  124

      Schutz  890-92,899--a26

      Selznick  188,552

      Sexson  a16

      Sheets  a16

      Shellhammer  a16

      Siemens  a17

      Simon  183,189,553

      Smallegan  891--a19,26

      Snyderman  571

      Solomon  a211

      Sorenson  870

      Stanley  a19,26

      Stecklin  a16

      Taylor  572,601,782-3

      TESA  171-2

      Throeau  490

      Toombs  a17

      Towne  a17

      Turner  236,552

      Van Dalen  a19

      Vroom  572

      Walter  a122

      Wesley  789

      Wheelis  562

      Whitehead  981

      Whyte  553,573

      Woodworth  764d

 

      Bibliography - alphabetical.  Bibliography represents

the material cataloged while writing this dissertation.

Some bibliographic comments are included here.

 

 83 --------- Organization evolution.

195 J.E.Aaron,ed (1984) The compact reader.  New

    York: Bedford.

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    composition instructors find they cannot finish the

    large...essay collections published for their classes.

    Gives concrete advice for developing an essay by the

    method...outlined in the general introduction."  (195

    v-vi)

1   B.Abrahmsson (1977) Bureaucracy or participation: The

    logic of organization.  (intro.by M.Janowitz) Volume 51,

    Beverly Hills CA: Sage.

144 J.R.Adams & N.S.Kirchof (1982) The practice of matrix

    management.  p.13-30 in 128 Cleland.

2   R.Albanese (1975) Management: Toward accountability for

    performance.  Homewood IL: Irwin.

126 R.J.Aldag & T.M.Stearns (1987) Management.  Cincinnati

    OH: South-Western.

243 American Philosophical Association (1983) Careers for

    philosophers.  Available from the philosophy department

    at Benedictine College in 1989 in the form of copies of

    pages 299 through 352 of an unidentified book.

62  American Psychological Association (1984) Publication

    manual.  Washington DC: Author.

110 C.B.Ames (1975) Marketing planning for industrial

    products.  Harvard Business Review - On Management.  New

    York: Harper & Row.  See duplicate 110 reference number

    under Conlin.

3   C.R.Anderson & M.J.Gannon (1977) Readings in

    management: An organizational perspective.  Boston

    MA: Little-Brown.

269 D.R.Anderson, D.J.Sweeney & T.A.Williams (1982) An

    introduction to management science: Quantitative

    approaches to decision making.  St.Paul MN: West.

39  N.Anderson (1964) Dimensions of work: The sociology of a

    work culture.  New York: McKay.

122 H.I.Ansoff (1965) Corporate strategy: An analytic

    approach to business policy for growth and expansion.

    New York: McGraw-Hill.

       "Mainly concerned with the important and pervasive

    effects of organization structure on goal formation and

    internal efficiency."  (p.3) Referenced in 115.

165 C.Argyris (1957) Personality and organization: The

    conflict between system and the individual.  New

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106 C.Argyris (1982) Reasoning, learning, and action:

    Individual and organizational.  San Francisco

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238 D.G.Arner,ed (1972) Perception, reason, & knowledge:  An

    introduction to epistemology.  Glenview IL: Scott,

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154 Atchison Youth Center (1990) File of various materials

    on addiction.  Atchison KS: Author.

       File materials identified in the text as to specific

    author and circumstances of publication.

41  I.Avots (1984) Information systems for matrix

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252 N.Babchuk & W.J.Goode (1951) Work incentives in a

    self-determined group, American Sociological Review, 16,

    in 5 Blau & Scott p.94.  Note duplicate 252f.

131 W.F.Baber (1983) Organizing the future: Matrix models

    for the postindustrial polity.  University of Alabama: U

    of AL Press.

270 Bare (1978).  In Bare (1980) for BGSU coursework.

4   C.I.Barnard (1938,1968,1979) The Functions of the

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235 L.B.Barnes (1969) Approaches to organization change.

    p.79 113 Bennis.

251 D.L.Bates & D.L.Eldredge (1984) Instructor's Manual.

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241 M.Beattie (1987) Codependent no more: How to stop

    controlling others and start caring for yourself.  New

    York: Harper/Hazelden.  A personal case study.

240 M.Beattie (1990) Codependents' guide to the twelve

    steps.  New York: Prentice Hall Parkside.  The

    presentation of the "Higher Power" has less than

    universal appeal.

236 W.G.Bennis (1969) Changing organizations.  p.572 in 113.

113 W.G.Bennis, K.D.Benne & R.Chin (1969) The planning of

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210 E.Berne (1963) The structure and dynamics of

    organizations and groups.  New York: Ballantine.

       Based on the principles set forth in "Games people

    play" and "Transactional analysis in psychotherapy,"

    this book offers a systematic framework for the therapy

    of "ailing" groups and organizations.  An elementary

    clinical vocabulary is employed, and technical notes are

    kept separate from the text, making this book accessible

    to professional and layman alike.  (210 back cover)

176 R.R.Blake & J.S.Mouton (1964) The managerial grid: Key

    orientations for achieving production through people.

    Houston TX: Gulf.

74  Benedictine College.  Catalog 1986-1988.  Atchison

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102 Benedictine College (1989) Catalog 1989-1991.  Atchison

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73  Benedictine College.  (1988).  Expectations.  Atchison

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75  Benedictine College.  (1987).  Handbook for faculty and

    administrators.  Atchison KS Author.  Office of

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118 Benedictine College (1987) Report to the commission on

    institutions of higher education.  Atchison KS: Author.

       Also known as the July 1987 Self Study Report in

    which a mission statement of 4 pages appears in Appendix

    B after p.207.

5   P.M.Blau & W.R.Scott (1962) Formal organizations: A

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198 D.J.Boorstin (1989) Joys of random reading.  pp.v-vii in

    203 L'Amour.

211 W.R.Borg & M.D.Gall (1983) Educational research: An

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276 H.R.Bowen (1974) The products of higher education.  In

    H.R.Bowen,ed.  Evaluating institutions for

    accountability.  p.1-21.  San Francisco CA: Jossey-Bass.

      Bowen is chancellor of the Claremont University

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    president of Grinnell College from 1955 to 1964 and of

    the University of Iowa from 1964 to 1969.

277 H.R.Bowen & G.K.Douglass (1971) Efficiency in liberal

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278 H.R.Bowen & W.J.Minter (1975) Private higher

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    educational trends in the private sector of American

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215 Bowling Green State University (1986) Graduate college

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218 Bowling Green State University (undated) Graduate

    programs in Education Administration and Supervision.

    Bowling Green OH: College of Education.  Brochure of 10

    pages with information request form.

64  J.Bronowski (1973) The ascent of man.  Boston MA: Little

    & Brown.

65  J.Bronowski (1977) A sense of the future: Essays in

    natural philosophy.  Cambridge MA: MIT.  P.E.Ariotti,ed.

30  R.B.Brown (Jan-Feb 1990) Technology literacy: A key to

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237 K.Burns (September 1990) Civil war.  Public Broadcasting

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88  G.Bushe, D.P.Danko & K.J.Long (1984) A structure for

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    128 Cleland.

129 D.Cable & J.R.Adams (1982) Organizing for project

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    Institute.  A educational pamphlet with no index.

121 B.J.Caldwell (1982) Beyond positivism: Economic

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196 J.Campbell (1949,1968) The hero with a thousand faces.

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197 J.Campbell (1962) The masks of god: Oriental mythology.

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199 W.G.Campbell (1969) Form and style in thesis writing.

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217 Careers in psychology.  (1978)

216 Carnegie Commission on external study.  New York: Author

38  W.B.Castetter & R.S.Heisler (1980,1982) Developing and

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6   S.C.Certo (1981) Fundamental Readings in modern

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268 E.E.Chaffee (1985) The concept of strategy: From

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162 A.D.Chandler (1962) Strategy and structure: Chapters in

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90  R.Chin & K.D.Benne (1976) General strategies for

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42  C.Churchman (1971) The design of inquiring systems.  New

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219 J.V.Clark (1969) A healthy organization.  p.282 in 113

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170 D.L.Cleland & W.R.King (1968) Systems analysis and

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85  D.L.Cleland (1984) A kaleidoscope of matrix management

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128 D.I.Cleland,ed (1984) Matrix management systems

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214 College blue book (1985) Degrees offered by college and

    subject.  New York: Macmillan.

110 J.Conlin (1984) The American past - part one: A survey

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    duplicate 110 reference number under Ames.

72  Connecticut General Life Insurance (1987) Group

    insurance program Vermont State Colleges.  Hartford

    CN: Author.

104 R.J.Connell (1988) Substance and modern science.

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212 Cook & Campbell (1979) Quasi-experimentation, design and

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114 W.M.Cox (1986) The addictive personality.  The

    encyclopedia of psychoactive drugs.  New York: Chelsea

    House.

66  F.C.Crews & S.Schor (1989) The Brozoi handbook for

    writers.  New York: Knoph.

108 T.G.Cummings (Ed) (1980) Systems theory for organization

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       Chp 4 "Mental systems: Towards a practical agenda for

    a phenomenology of systems," by F.Massarik, pp.61-8.

       Chp 12 "Paedogenesis and other modes of design," by

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254 M.Dalton (1959) Men Who Manage.  New York: Wiley, in 5

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279 I.K.Davies,ed (1971) The organization of training.

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178 R.K.Davies (1951) in Foreword to 175 Holden p.vi.  In

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151 S.M.Davis & P.R.Lawrence (1977) Matrix.  Reading

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186 H.S.Dennison (1932) The need for the development of

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146 R.L.Desatnick (1984) Managing human resources in the

    matrix management environment.  p.268-88 in 128 Cleland.

78  P.C.Dinsmore (1984) Whys and why-nots of matrix

    management.  p.394-411 in 128 Cleland.

94  W.F.Dowling (1975) System 4 builds performance and

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123 P.F.Drucker (1946) Concept of the corporation.  New

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43  P.F.Drucker (1975) New Templates for Today's

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93  R.B.Dunham (1980) The design of jobs.  Rewritten for 112

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44  Encyclopedia Americana.  (1986).

177 J.Fahnestock & M.Secor (1990) A rhetoric of argument.

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266 L.Farber (1966) The ways of the will: Essays toward a

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164 H.Fayol (1916,1929,1949) General and industrial

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    published in the USA "despite the widespread interest in

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183 H.Fayol (1923) The administrative theory in the state.

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239 R.Ferber & P.J.Verdoorn (1962) Research methods in

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45  F.E.Fielder (1980) A theory of leadership effectiveness.

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252 Fielding Institute (1987) Human and organization

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138 J.E.Fogarty (1984) Integrative management at Standard

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185 M.P.Follett (1932) The process of control.  in 182

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171 M.P.Follett (1941) Individualism in a planned society.

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7   W.M.Fox (1963) The management process: An integrated

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91  F.Friedlander & L.D.Brown (1974) Reprinted in 112 French

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117 W.L.French & C.H.Bell (1972) Reprinted in 112 French

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99  W.L.French & C.H.Bell (1978) A definition of

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112 W.L.French, C.H.Bell & R.A.Zawacki,eds (1983)

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242 N.Friday (1977) My mother/my self: The daughter's search

    for identity.  New York: Delacorte.  "I had just written

    a book on woman's sexual fantasies.  It left no doubt in

    my mind where repression or sexual acceptance begind.

    Who first takes our hand away from our genitals, who

    implants pleasure or inhibition about our bodies, who

    lays down The Rules and with her own life, gives us an

    indelible model?  That week I wrote an outline for a

    book entitled, Mothers and Daughters: The First Lie.

      "I thought myself a good candidate for this subject

    because although I would have told you I loved my

    mother, I also felt psychological space between us....It

    took me two years of research to get beyond the anger in

    that first title.  Even to recognize how angry I was."

    p.xi

40  J.K.Galbraith (1967) The new industrial state.

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8   C.F.Gibson & R.L.Nolan (1975) Managing the four stages

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120 B.G.Glaser & A.L.Strauss (1967) The discovery of

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187 V.A.Graicunas (1933) Relationship in organization.  in

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191 L.Gulick (1936) Notes on the theory of organization.  in

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182 L.Gulick & L.Urwick,ed (1937) Papers on the science of

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86  V.G.Hajek (1984) Matrix management for engineering

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245 Hampton, Summer & Webber.  Organizational behavior and

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267 M.D.Hankel, M.Sorcher, M.Beer, & J.L.Moses (1982) Making

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9   Harvard Business Review (1975) On management.  New

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46  R.H.Hayes (1975) Qualitative insights from quantitative

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190 L.J.Henderson, T.N.Whitehead & E.Mayo (1935) The effects

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47  L.J.Henderson (1935) Pareto's general sociology.

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213 Higher Education Handbook. p.133.

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175 P.E.Holden, L.E.Fish & H.L.Smith (1951) Top-management

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149 A.G.Hopwood (1977) The design of information systems for

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179 J.H.Jackson (1951) in Preface to 175 Holden p.vii.

253 E.Jaques (1956) The measurement of responsibility.

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150 A.R.Janger (1979) Matrix organization of complex

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69  Johnson State College, (Spring 1989).  Parents'

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70  Johnson State College, (1988-1989).  Student handbook

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71  Johnson State College, (1989).  Summer bulletin.

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255 R.A.Johnson (1974) He: Understanding masculine

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250 R.Kahn (1972) The meaning of work: Intrepretation and

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246 S.J.Katz & A.E.Liu (1991) The Codependency

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205 Kensington University (1987) Guidelines for developing

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81  H.Kerzner (1984) Matrix implementation: Obstacles,

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    Cleland.

35  J.Kelly & A.B.Ibrahim (1984) Making participation

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158 D.R.Kingdon (1973) Matrix organization: Managing

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133 G.D.Kissler (1984) A matrix management approach to

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295 M.S.Knowles (ed) (1960) Handbook of adult education in

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296 M.S.Knowles (1970) The modern practice of adult

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297 M.S.Knowles (1973) The adult learner: A neglected

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298 M.S.Knowles (1975) Looking ahead.  Training and

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299 Knowles & Hart (1975).

77  D.F.Kocaoglu & D.L.Cleland (1984) The RIM process in

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282 J.D.Koerner (1970) The Parsons College bubble: A tale of

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180 H.D.Kolb (1964) in preface of 176 Blake p.v-vi.

147 K.Knight (ed) (1977) Matrix management.  New

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155 R.Kraut (1989) Aristotle on the human good.  Princeton

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153 W.Kritsberg (1985) The adult children of acoholics

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105 A.Kuhn & R.D.Beam (1982) The logic of organization: A

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140 G.H.Labovitz (1984) Managing conflicts in matrix

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203 L.L'Amour (1989) Education of a wandering man.  New

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184 J.Lee (1928) The pros and cons of functionalization.  In

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84  C.E.Leslie (1984) Negotiating in matrix management

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249 H.Levinson (1971) Various approaches to understanding

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___ J.Lewis (1986) Achieving excellence in our schools by

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       Recommended by temporary BGSU advisor Dr.York.

50  Library of Congress (1989) Subject Headings (12th ed).

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163 R.Likert (1961) New patterns of management.  New

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15  R.Likert (1967) The human oganization.  New

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17  F.Luthans (1977) Organizational behavior.  New

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287 J.H.Madge (1953) The tools of social science.  New York:

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207 D.Madsen (1983) Successful Dissertations and Theses.

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79  A.O.Manzini (1984) Enhancing the effectiveness of matrix

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263 Manning & L.Romney (1973) Faculty activity analysis:

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161 J.G.March & H.A.Simon (1958) Organizations.  New

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___ Marso (Fall 1985) Outline for BGSU EDFI 797.

139 M.D.Martin & P.Cavendish (1984) Product management in

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101 K.Marvin & M.Senkosky (September 1989) Use of the

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18  T.G.Masaaryk (1969) The ideals of humanity.  (trans by

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247 A.Maslow (1934) Motivation and personality.  Old [27]

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100 G.McGarry (07Sept1989) Memo: Various things.  Atchison

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264 McGraw-Hill (1987) Encyclopedia of science & technology.

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174 D.McGregor (1960) The human side of enterprise.  New

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111 T.McLellan, A.Bragg & J.Cacciola (1986) "Escape from

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52  D.H.Meadows et.al.(1972) The limits to growth: A report

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130 E.C.Mechler (1984) "Matrix management: A quality circle

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202 Microlytics (1987) Word finder electronic thesaurus.

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137 S.F.Miketic (1984) Matrix management for productivity.

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96  M.B.Miles & R.A.Schmuck (1976) The nature of

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                                               Theory W 1012 

 

Chapter for index 

 

      1960s projects                                     317

      1970s project management                           317

      1980s matrix                                       311

      1990s matrix                                       311

      A choice of action                                 515

      A daughter's acknowledgement                        19

      A faculty-centered mechanism                       259

      A healthy unit                                     886

      A productive system                                275

      A pure functional world                            901

      A pyramid points up                                359

      A scholar                                           57

      A set of administrative principles                 138

      A significant universality of early ideas          137

      A supervisory example                              462

      A time-oriented learning contract                  523

      A toast to work, work, work                         12

      A visual aid                                       361

      A whole organization                               358

      Ability to close                                    34

      Absolute nonplanning                                45

      Abstract                                             4

      Accountability                                     259

      Action map for dissertation                         65

      Action vs statistics                               265

      Action control theory                              431

      Activity organization                              455

      Active listening                                   597

      Action files                                       834

      Action science                                     881

      Action science proof                               882

      Adaption through action                            487

      Addiction accusation                                31

      Addiction or codependence                          411

      Adm equals mgt                                     288

      Administrative theory chronology                   172

      Administrative reporting                           529

      Administration separation                          533

      Administrative theory                              549

      Adversarial negotiation                            149

      Adversarial informal groups                        150

      Alice's changed job                                746

      Align personal bias                                148

      An alternative                                     348

      An individual case study                           118

      An organization structure?                         363

      An unconnected wrangle                             950

      Analyze propositions                               393

      Analysis of routine tasks                          521

      Analysis of project tasks                          521

      Another thought                                    503

      Anti-worker education                              335

      Application difficulties                           368

      Appreciation of patterns                            25

      Argument for simple timekeeping                    515

      Associate knowledgable practice                    392

      Attempt at individual organization                 762

      Authority and control                              509

      Avoid dichotomy                                    873

      BC self-study aims                                 843

      BM worknet application                             734

      Backfit to social science                          263

      Bad informal organization?                         373

      Barnard summary                                    181

      Basic human needs                                  559

      Begin with self-data                               452

      Behavior limitation                                270

      Behavioral extinction                              371

      Behavioral approach                                574

      Being cloned                                        45

      Belief in a theory                                 451

      Betterment                                         461

      Better mental health                               558

      Better workers                                     784

      Bibliography                                       904

      Broad exposure                                      53

      Brutally criptic                                   832

      Bureaucracy vs synergism                           194

      Business career                                     25

      Business strategy                                  351

      Business research                                  421

      Business administration                            436

      Career Focus                                       580

      Case study importance                               37

      Case study breath                                   38

      Causal reductionism                                282

      Central task                                       783

      Challenging the larger organization with Theory W  479

      Challenge                                          946

      Chart understanding                                160

      Charts not practical                               625

      Chasing complete theory                            180

      Choice and time available                          519

      Clarifying the current aim                         319

      Close of degree-learning                            35

      Cohesion measurement                               555

      College study time                                 435

      College teaching aid                               480

      Collective effort                                  601

      Collective self-control                            652

      Combining time and a plan                          508

      Communication must have a definitive object        455

      Commitment to the organization                     475

      Common purpose coordination                        779

      Complex formal organization                        189

      Complexity needs org                               282

      Complexity                                         289

      Competency theory                                  434

      Computer application                               463

      Computer frustration                               905

      Concurrent validity                                885

      Conflict resolution                                321

      Congress of Administrative Science in 1910         136

      Constructing a pathway for learning Theory W       217

      Construct validity                                 885

      Control of one's own thought                        24

      Control                                            336

      Control under many names                           597

      Control & coordination                             652

      Content validity                                   885

      Cooperative system                                 183

      Coordination structure                             263

      Copyright                                            3

      Course worknets                                    835

      Creative evolution                                 282

      Creativity and synergism                           563

      Critical thinking                                  437

      Curtailed curriculum                               254

      Daily electronic writing                            64

      Daily time log                                     523

      Day-by-day                                         435

      Decisions are individual choice                    553

      Decision tree                                      651

      Delimited key words                                107

      Delimited key words                                244

      Democratic participation?                          766d

      Department crossfire                                45

      Description of subjects                            430

      Detail vs social necessity                         572

      Dilemma solution                                   152

      Direction of time                                  284

      Disadvantage                                       311

      Dissertation background                             51

      Dissertation meaning                                59

      Dissertation key words                             244

      Dissonance theory                                  434

      Division of work                                   278

      Divisions of sci management                        788

      Doctor of Philosophy scholarship                    16

      Document scholarly process                         121

      Dollars                                            528

      Dollar spending control                            639

      Dominant worker values                             555

      Double-loop and Theory W                           213

      Double-loop learning errors                        213

      Drawing distinctions                                55

      Drawing a worknet                                  638

      Dual-boss frustrations                             553

      Early informal organization recognition            147

      Economics research                                 426

      Education career                                    30

      Education versus business                          182

      Education vs business                              246

      Education research                                 425

      Education administration                           436

      Effectiveness and motivation                       885

      Efficiency                                         156

      Efficiency                                         295

      Efficiency in higher ed                            251

      Efficiency                                         256

      Electronic outline                                 963

      Emotional engagement                               566

      Emotions defined                                   567

      Empirical vs hypothetical                          465

      Employee review                                    621

      Empowering individuals                             627

      Energy and selection                               283

      Engineering EDP                                    646

      Errors of forced closure                           904

      Evolutionary strength                              282

      Expert worker mindset                              344

      Expectancy theory                                  434

      Expert worker choice                               438

      Experimental measurement                           462

      Expert growth                                      582

      Expert work sum                                    560

      Explain observed facts                             393

      Express action basis                               391

      External self                                      545

      FBC formal organization                            673

      FBC worknet construction                           673

      FBC post-mortum                                    683

      Faculty generally                                  201

      Failure to date                                    480

      Fatigue and monotony                               158

      Fayol revisited                                    246

      Flexible tasking                                   286

      Flexible universal organization structure          653

      Formal organization                                185

      Formal org purpose                                 265

      Formal chart was never real                        303

      Formal chart justification                         303

      Formal-functional history                          304

      Form disciplined content                           392

      Form reference principles                          392

      Formal vs unformal                                 480

      Format of a plan                                   507

      Formal - one facet                                 552

      Formal org role                                    819

      Formal organization                                840

      Frank individualism                                288

      Freedom versus order                               181

      Free task choice                                   580

      Freud revisited                                    285

      From single to double-loop                         212

      From the Greeks to 1965                            332

      Functional fuzziness                               142

      Functionalism                                      235

      Functional hierarchy idea                          264

      Functional redefined                               326

      Functional theory                                  434

      Functional thought pattern                         462

      Functional authority                               495

      Functional control of one's lifetime               509

      Function or dysfunction                            522

      Function - one facet                               552

      Functioning procedure manual                       556

      Functional challenge                               596

      Functional history                                 596

      Functional explanation                             601

      Functional control                                 627

      Functional ability                                 652

      Functional Bret                                    752

      Functional learning theory                         765d

      Functional relations                               786

      Functional structure                               849

      Future publication                                  62

      General science premises                           458

      General Electric                                   803

      Geographic location                                185

      Goals                                              129

      Good feelings                                      784

      Groups vs individuals                              550

      Growth manifestation                               485

      Growth and good feelings                           902

      Hawthorne informal organization                    165

      Healthy work                                       558

      Hearing employees                                  148

      Hierarchy in philosophy                            448

      Hierarchies and task lists                         448

      High technology thought level                      368

      High technology                                    790

      Hind-sight bias                                    417

      History                                            480

      Hold aim ideal                                     391

      Hoop-jumping                                        44

      Human effort                                       266

      Hypothesis                                         462

      Ideas from schools?                                 46

      Idealism as mental knowledge                       447

      Idea of hierarchy                                  651

      Imagine contemplation                              391

      Immediate value judgements                         459

      Immobilized self                                   539

      Implementation                                     131

      Implementation                                     160

      Importance of case study                           449

      Improvement facilitation                           211

      Improving productivity                             627

      Improvement                                        764d

      Improving performance                              870

      Incorrect leader separation                        197

      Inconsistencies from model                         215

      Incongruities in literature                        938

      Increased complexity                               291

      Independent vs codependent                         568

      Individual organization                             37

      Individual organization                            119

      Individual worker                                  182

      Individual org                                     286

      Individual organization structure                  475

      Individual & world knowledge                       488

      Individual work identity                           566

      Individual review                                  622

      Individual organization performance                763

      Induction vs deduction                             279

      Informal groups                                    145

      Informal organization                              158

      Informal organization                              187

      Informal synergism                                 193

      Informal - one facet                               552

      Informal micro-organization                        553

      Information processing                             593

      Informal caring                                    599

      Informal organization                              833

      Initial hypothesis                                 357

      Inside-out realm of work                           388

      Instruments                                        430

      Intervention into work                             374

      Internal origination                               487

      Interim synopsis                                   590

      Internal self                                      544

      Internal vs external motivation                    550

      Integrative management                             596

      Integration of dissertation worknet                663

      Integration                                        945

      Involve all workers                                596

      Isolate science purity                             392

      Iterative invention                                150

      Job performance from history                       139

      Job education                                      267

      Job vs task security                               554

      Job identity                                       563

      Job search                                         767d

      Knowledge truth & acquaintance                     447

      Knowledge sources                                  467

      Leadership required in quality circle              147

      Learning as a two-year-old                         218

      Learning from experience                           469

      Learning theory choices                            764d

      Less war, less strategy?                           333

      Less industry, less strategy?                      333

      Let workers experiment                             216

      Life-long personal interest                         37

      Life organization                                  287

      Life work strategy                                 336

      Life gives us time                                 489

      Life expectancy                                    490

      Life wholehours                                    491

      Lifelong maturing                                  602

      Likert visited                                     286

      Line and staff                                     156

      Line & staff structure                             305

      Living the familiar                                217

      Logic course                                       777

      Looking for best clarity                           458

      Love                                               547

      Machine orientation                                306

      Managerial work                                    270

      Managerial insight                                 850

      Many induction instances                           466

      Many wewebs                                        776

      Marxism                                            234

      Master teacher tasks                               171

      Matrix purpose?                                    291

      Matrix history - 1960-80s                          315

      Matrix installation time                           324

      Matrix characteristics                             401

      Matrix                                             438

      Maturation - lifelong maturing                     943

      Means-end chain                                    342

      Measuring life                                     489

      Mechanics vs creation                              283

      Mercury Marine                                     791

      Mid-life closure                                    49

      Mind-soul-spirit                                   344

      Mission                                            128

      Mission                                            160

      Model significance                                 347

      Model validity                                     348

      Modern literature                                  653

      Monthly applications                               727

      Multiple divisions                                 325

      My w-words                                         944

      NW worknet application                             737

      Natural evolution                                  150

      Natural learning                                   436

      Necessity of informal organization                 146

      Needs theory                                       433

      Negate conclusive law                              393

      No standards less output                           554

      Non-destructable theory                            435

      Non-functional life                                496

      Non-education approach                             575

      Non-planning of hours                              593

      Non-functional overload                            653

      Normalism                                          239

      Normal theory generation                           453

      Not behavioral                                     594

      Not-for-profit                                     438

      OD psychology PhD                                  420

      OF vs OD                                           290

      Objectives                                          61

      Objectives                                         130

      Objectives                                         160

      Occupational paralysis                              44

      Occupational paralysis                             271

      Offense vs defense                                 285

      Old Testament logic                                779

      On the job                                         784

      One gigantic pilot study?                          903

      Only workers learn                                 216

      Open system or closed?                             514

      Opposition                                         352

      Organized addiction and co-dependence              496

      Organization's unique form                         779

      Organization propositions                          781

      Organization purpose                               833

      Organization base                                  841

      Org influence                                      876

      Organization behavior in history                   143

      Organization work capacity                         151

      Organization output                                162

      Organization dependencies                          167

      Organization defined                               178

      Organization development field theory (ODFT)       184

      Organization structure and organization chart      192

      Organized learning map                             214

      Organization misdefined                            291

      Org output/input                                   292

      Organization defined                               264

      Organization evolution                             281

      Organization plan                                  286

      Organization charts                                300

      Organization development                           321

      Organization & strategy                            327

      Org development research                           418

      Other work units                                   572

      Other propositions                                 406

      Other entrances                                    439

      Outcome tidbits                                    597

      Outline lead                                       699

      Outline of defense                                   8

      Output of structure                                327

      Outline elucidation                                393

      Overview                                           233

      Ownership                                          945

      PERT, CPM, WBS, etc                                470

      PERT/CPM                                           650

      PR universality                                    352

      Parsons College                                    253

      Parallels to Theory W                              397

      Pattern change                                      26

      Path analysis anology                              126

      Peer facilitation                                  820

      People focus                                       324

      Performance review                                 622

      Personal card                                      750

      Personal wisdom                                    938

      Personal meaning                                   943

      Personal weakness                                   12

      Personal strategy                                  350

      Personal propositions                              408

      Petition for PhD                                     9

      Petrification of leadership                        157

      Philosophy of administration                       245

      Philosopher Fayol                                  245

      Philosophy of science                              450

      Piagetian learning                                 216

      Piecemeal investigation                            452

      Poetic summary                                      67

      Point of choice self                               460

      Poor organization science                          263

      Post PhD                                            62

      Potential flaw                                     369

      Practice then writing                              284

      Praxis context                                     344

      Praxis                                             462

      Precedence networking                              643

      Predictive validity                                885

      Preservation of informal freedom                   148

      Primacy of organization purpose                    115

      Principles vs structure                            277

      Priority                                           351

      Prior digest                                       353

      Problematic wisdom communication                   702

      Problem abstract                                     5

      Proliferation of staff                             157

      Productive synergism                               292

      Proposition                                        296

      Profit                                             253

      Pure functional organization                       902

      Purpose from the preface                           120

      Pure functional informal organization              166

      Purpose of science                                 260

      Purpose of experiment                              279

      Pure functional spirit                             307

      Pure philosophy                                    442

      Pure functionality as truth                        447

      QC program                                         595

      Quarterly summary                                  519

      Quality life & work                                558

      Quality circle                                     594

      Quarterly summary                                  768

      Quality work planning                              149

      Quality                                            254

      Questing after truth                                43

      Question intellect reasonings                      393

      Railroad analogy                                   350

      Rationality, choice, and freedom                   781

      Rationalism                                        234

      Reconciliation with matrix                         343

      Religious connection                               582

      Religion versus technology                         778

      Reliability                                        885

      Religion                                            17

      Religious protest                                  370

      Religious universals                               445

      Remaining employees                                767d

      Renewing organizations                             151

      Reporting questions                                436

      Responsibility accounting                          513

      Responsible stress                                 574

      Resultant worknet model                            647

      Research methods                                   883

      Responsible personal education                      56

      Research writing wisdom                            120

      Research organization structures                   122

      Results orientation                                323

      Retrospect                                          61

      Review of theories presented                       140

      Review of theories presented                       144

      Review of theories presented                       159

      Review of theories presented                       179

      Review of theories presented                       221

      Review of theories presented                       177

      Review of theories presented                       199

      Routine vs project tasks                           761

      Ruml models                                        256

      Sample size                                        429

      Scalar theory                                      779

      Schenk Trebel                                      793

      Scholarship                                         12

      Scholarship                                         50

      School selection                                    57

      Scholastic practice                                119

      Schools of thought                                 240

      Scheduling organization work                       367

      Scholarly researchs                                418

      Science in perspective                             503

      Scientific psychology - ERG                        545

      Scientifism                                        237

      Scientific purpose                                 265

      Scientific strategy                                351

      Scientific preference?                             399

      Self-esteem                                        592

      Self-control                                       597

      Self wisdom                                        603

      Self organization                                  705

      Self organization productivity                     764

      Self before member eval                            765

      Self-actual continuous learning                    767d

      Service to aim wins                                319

      Short Theory W definition                          110

      Short and long impact                              323

      Simpler databases                                  647

      Simply or complex whole                            704

      Simplification                                     877

      Single-loop learning                               212

      Society identity                                   562

      Social necessity                                   573

      Sociotechnical participation                       765d

      Socialness needs aim authority                     195

      Socialism                                          237

      Social org and work                                266

      Span of control model                              154

      Specific cases                                     651

      Specificity search                                 826

      Spending control                                   843

      Specific courses                                   205

      Specialism transfer                                407

      Speculative theory                                 434

      Spending control                                   435

      Stable configurations                              283

      Stewardship of time                                499

      Stewardship of time                                615

      Structure and synergism                            481

      Strategy from history                              138

      Strategy not specific                              159

      Strategy                                           281

      Stratified stability                               283

      Strategic planning                                 289

      Strategia                                          331

      Strategy in 1965                                   332

      Strategy application in 1979                       333

      Strategy unpopular                                 338

      Strategy versus structure                          347

      Student worknet application                        745

      Student document                                   810

      Students                                           254

      Superhealth                                        560

      Synopsis of appendix C                             118

      Synergism                                          191

      Systems theory                                     263

      System definition                                  263

      System effect                                      263

      System efficiency                                  263

      System building                                    278

      Systematic data control                            453

      Taking one's time                                  515

      Takeoff point                                      631

      Taylor system                                      782

      Taylor-type actualization                          787

      Teacher purpose                                    480

      Teaching to the evaluation                         846

      Technology pressure                                303

      Terminating employees                              767d

      Theory W wisdom                                    469

      The job                                            470

      The basic work element                             470

      The self as organization                           476

      The oldest worker                                  489

      Theory W work                                      557

      The expert worker-self                             568

      The rational model                                 628

      Theory W worknet                                   636

      Theory W software                                  647

      Theory W difference                                651

      The FBC expert worker                              679

      The unit-whole                                     703

      Theory W entrance                                  754

      The ageless task idea                              785

      The democratic worker                              833

      Theory W science                                   878

      Theory W proof                                     879

      Theory W facilitates health                        886

      Theory W not OB or OD                              887

      Theory T - teaching                                943

      The last judgement                                 944

      The oldest recorded lifetime                        13

      The mature PhD                                      18

      Theory creation                                     35

      Theory W as a child                                 35

      The traditional PhD                                 42

      The non-traditional PhD                             47

      The simple result                                   49

      The Piagetian learning pathway                      55

      Theory W builds on Theory Y                        111

      Theory W goes beyond style                         112

      The why and the way                                117

      The challenge of implementation                    125

      The basic of functionalism                         135

      Theory in practice                                 136

      Theory W solution                                  149

      Theory W solution                                  153

      The individual micro-capacity                      188

      The first quality circle                           193

      The best quality circle                            194

      The social oversimplification                      194

      The boss serves                                    196

      The call for aim authority                         196

      The easy learning of youth                         211

      The triangle structure                             299

      The pure formal                                    302

      The matrix form                                    309

      The visual result                                  361

      The future                                         370

      The expert worker                                  371

      Theory W action research                           378

      Theory versus OD                                   386

      Theory W within OD realm                           387

      The will to see                                    388

      Theory W OD reconciled                             389

      Theory W work tasks                                334

      The individual worker                              334

      The variables of strategy                          339

      Theory maturation                                  345

      Theory construction                                394

      Theory W characteristics                           397

      The aim creates reality in the mind                398

      The search for applied science                     399

      Theory                                             412

      Theory W relationships                             430

      Theory W instruments                               430

      Theory Z                                           431

      The Aristelian entrance to Theory W                441

      Theory W philosophy                                449

      Theory W                                           454

      The physcology of the why hierarchy                454

      Theory W in education                              454

      Thirteen-year-old learns why                       218

      Thought required                                   442

      Three versus two dimensions                        362

      Three structures in one pyramid                    363

      Tiein many experiences                             393

      Time                                               526

      Time and personal choice                           520

      Time tracking for a week                           524

      Time and management                                589

      Time spending control                              642

      Timesharing                                        644

      Time mastery                                       761

      Today's quality circle                             194

      Tolerance of confusion                             517

      Tricky theory building                             278

      Truth validity                                     599

      Truth                                              413

      Two individuals                                    775

      Typical org evolution                              324

      Unchartable interfaces                             320

      Understand proposition words                       466

      Unique development                                 548

      Universal unit of work                             571

      Universal administrative improvement               653

      Universality                                       754

      Universal learning description                     765d

      University Microfilms                               63

      Universal informal organization                    147

      Universal learning success                         219

      Universality?                                      247

      Unity                                              284

      Universality                                       366

      Universal research data                            435

      Universals subsist                                 443

      Universal defined                                  446

      Universals day-to-day                              447

      Upward delegation                                  164

      Urwick revisited                                   288

      Using the FBC worknet                              680

      Using individuality                                461

      Validity                                           424

      Variance analysis                                  534

      Variance analysis                                  331

      Want fulfillment                                   581

      Warning                                            412

      Weekly control of our lifetime                     510

      Weekly awareness                                   593

      Weekly supportive agenda                           594

      Weekly summary                                     621

      Weekly reporting                                   623

      Weekly learning                                    626

      Weekly formality                                   296

      Weekly support                                     276

      Whetting thought                                   598

      Who or what am I?                                   56

      Wholeness as the why                               220

      Why do individuals act?                            514

      Why confrontation                                  765d

      Why-way organization validity                      118

      Why-way double-loop                                214

      Why organizations                                  285

      Why-way structuring                                345

      Why why-waying?                                    346

      Why philosophy?                                    440

      Widening                                           945

      Wisdom review                                      939

      Wisdom defined                                     907

      Work Breakdown Structure                           470

      Work list                                          579

      Work narrowly defined                              557

      Work broadly defined                               557

      Work specifically defined                          557

      Work vs job-series                                 560

      Worker's self                                      567

      Work-task variable                                 571

      Work-task pyramid                                  626

      Worktime vs detail                                 705

      World wisdom                                       908

      Work analysis                                      910

      Work                                                16

      World wisdom                                       117

      Work divides into tasks                            139

      Worker data                                        215

      Worker stature                                     246

      Work structure                                     291

      Work accountability                                295

      Work tasks                                         295

      Work task flow as primary                          318

      Work                                               331

      Worker education                                   335

      Workers support strategy                           337

      Worker author                                      338

      Worker depression                                  463

      Writing                                            905

      Writing                                            945

      Zero choice energy                                 626

 

Index                                          Theory W 1027



 

 

 

 

 

                                           Theory W  page a1

 

Part for appendicies 

 

      Appendix A - Dissertation proposals

               B - Electronic wording

               C - Subject delimitation

               D - Translation comparison

               E - Myth mastering

               F - More education addiction

               G - A Swabian neighbor

               I - A purposeful life

               H - A purposeful job

 

      Review.  This dissertation was a personal task.  To

say the dissertation was a life goal would be stretching

reality.  Realistically, the PhD degree and its inherent

dissertation, can be seen as growth-oriented - a legitimate

fulfillment of hierarchical basic human needs, not to

preclude the ecstacy of good feelings.

      Summary.  The complexity of completing a large written

work invites prepartion in terms of authority and function,

therefore appendicies A and B.  Appendicies C and D

accommodate detail information in support of the

dissertation.  Appendicies E through I accomodate personal

philosophic issues which surrounded this dissertation

project - philosophic issues like in Doctor of Philosophy.

      Next - use earned PhD stature for improved authorship,

possible job related publication, and for the general

fulfillment of personal growth needs using pure functional

 

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.

 

 

 

 

 

 

                                                Theory W a55

 

APPENDIX B - ELECTRONIC WORDING 

 

       Aimed at a well-bred dissertation process and

         the encouragement of scholarly expression

              in the aspiring prolific writer

 

                             by

                          H.L.Otto

 

                      Atchison  Kansas

                        October 1990

                    updated Oct-Dec 1991

                    closed Sept-Oct 1993

 

               Runner: From wont to wording.

Section for foreword 

      The use of the first person in this appendix intends

to speak directly to the prolific aspiring writer. The

glossary in the dissertation sharpens the meaning of

prolific.  The page runner derives from the phrase WORD

processING.

      Why write?  Individuals are the source of ideas, and

writing, in most cases, makes ideas available to a greater

number of other individuals.  This dissertation project, for

example, exists as a prerequisite for the publication of the

author's ideas - making ideas public.

      I had experienced the traditional results-oriented job

contexts of business, consulting, education administration,

and the tradition of PhD programs, as well as the tradition

of personal-writing non-worthiness.  After those

experiences, I judged them as incomplete because I did not

practice rigorous writing in conjunction with the full range



 

 

 

 

 

Wording                                         Theory W a56

of project contexts which my breath of experience provided.

Each of those projects had ideas which were worth the

further investment of writing time.  Thus I took the time to

write, or better stated, "I balanced my historical and

future time choices to incorporate a substantial commitment

to wording."

      Growth in retirement. I liked my results-oriented

life experiences, yet I retired from most of them with a

feeling of incompleteness.  I link the incomplete job

experience phenomenon with a the more general incompleteness

of many of my traditions.  Another appendix explores some

world traditions as exposed myths.

      Another tradition of human life places growth as a top

priority.  Many students of life proceed to appreciate their

need to grow - including the development of their own

tradition.  In this light, tradition can be seen as a

process of growth and not a process of confinement.  Thus

growth can continue in retirement.

      Myth removal. Campbell generally explained the myths

of tradition.  His myth-removal perspective goes beyond the

general religious traditions of many cultures and I think

that his perspective can be specifically applied to me for

my betterment.  Thus I wanted to pursue the removal of my

traditional myths.  For example, the formal organization can

 

be exposed as a myth - both in the mature family and in the



 

 

 

 

 

Wording                                         Theory W a57

workings of enterprise.  Yet, in my thinking, the completion

of the myth-exposure process demands that one show a

 

workable alternative.

      Thus, simply stated, "I have a dissertation motive."

      In search of betterment. In general, the myth

exposure goal for my life comes as 20-20 hindsight.  Myth

exposure was not my explicit decades-ago insight, yet I felt

that there must be better for my life after experiencing the

wealth and breath of my career endeavors.  Again, I enjoyed

my results-oriented jobs, and I enjoyed my parallel family

experience, yet I sought, and still seek better for my life.

Thus, after retiring from my business career, I reasoned

that education should be my second career, since that

segment of our society presumably has as their product

"better people."  I tried college administration, then I

took up college teaching with the determination to write a

biographic-linked yet scientific dissertation.  I reasoned

that my future growth lay in writing about my ideas.  And I

desired to merge future betterment with my interest in

computer efficiencies.  Could I teach my "old dog" more

"new" hi-tech tricks?

      I always insisted that my growth in life continue

despite the resulting difficulties.  Some of the easily



 

 

 

 

 

Wording                                         Theory W a58

identified myths that I avoided were (1) "Settle into a VP

of Finance job before age 45 or forget it," (2) "Are you

willing to change your dissertation topic," (3) "He's a

technician," and (4) "Why do you want to do that at your

age?"  Seems as if my growth tradition was clashing with the

norm of others' traditions.

      As the dissertation process was closing, the scores of

the entrance exam for the Bowling Green State University PhD

program were put into perspective.  The scores indicated

that speed was in last place.  Perhaps a PhD at age 55 makes

sense in that continuing persistence and perseverance can

 

spite statistics of slow speed.

 

Table B4 - PhD program entrance examination results 

____________________________________________________________

 

 Category tested                Converted score Percentile

 ______________________________ _______________ ___________

 

 speed of reading comprehension       159         25 - 59

 level of reading comprehension       160         18 - 76

 expression                           168         62 - 86

 vocabulary                           173         69 - 92

 

 total english comprehension          167         61 - 78

 total reading                        166         57 - 81

____________________________________________________________

Note: Results report provided to participant by Bowling

Green State University Higher Education Administration

program.

      Facilitating associations. I wound my way through my

traditional myths, or "social laws," and I pursued the "new"

self-generated writing growth-phase of my life.  It took me



 

 

 

 

 

Wording                                         Theory W a59

many years to solidify this life-phase mainly because I had

no personal model.  Nor did I have valid or reliable

scholarly writing skills - a common malady in the education

industry, inclusive of education administrators, teachers,

and students.  I could not find associations of

facilitation.  Thus I embarked to write my own facilitation

association.  And as I learned, associations came to be

within me.

      While in Europe in the Summer of 1991 I discussed

computers (and life) with an 11 year old intellect.  I was

demonstrating the use of my laptop computer as I had then

integrated it into my self-generated writing growth-phase.

His comment was, "Where do you find people to talk to about

these things?"  My answer, "They are hard to find even if

you knew where to look."  In hindsight, I think that the

thought documentation aspect of writing helps one to find

those very special people.  Thus scholarly writing, for me,

provides a general model for a better life - a definite

intellectual challenge.  A challenge instantly understood by

an eleven year old German intellect who was also seeking

growth.  He knew, and I trust that his facilitators will

know him.

      Time application. The third quarter of 1990 witnessed

a serious effort, in terms of hours spent, on this

"do-it-yourself intellectual challenge."  I note from the



 

 

 

 

 

Wording                                         Theory W a60

table below that this writing-growth effort parallels

serious efforts to fill my relatedness needs.19 Here exists

a dicotomy of sorts since needs hierarchy theory builds

growth fulfillment unto existing relatedness fulfillment.

Thus growth and relatedness fulfillment cannot be paralleled

according to the pure hierarchical theory.  That issue rests

here awaiting future exploration beyond this dissertation.

Now attention turns to some time statistics tables

associated with my writing life-phase.  The following tables

present (1) a measurement of my individual productivity, and

(2) a time-line exposition showing several main veins of

 

dissertation related activity. 

 

____________________

 

      19 Relatedness needs within the context of universal

human needs of existence, relatedness, and growth from the

Maslow-Alderfer scientific models.



 

 

 

 

 

Wording                                         Theory W a61

 

Table B5 - The birth of a writing life-component 

____________________________________________________________

 

Timed tasks       Whole hours by year and quarter

_________________ __________________________________________

 

                  89q3  q4  90q1  q2  q3  q4  91q1  q2  q3

                  ____ ____ ____ ___ ___ ____ ____ ___ ___

 

personal upkeep   1738 1398 1123 862 986 1018 1146 798 933

relatedness needs    1   53  232 588 668  441  299 722 430

growing together                                44   9 185

a WORDING system    21   12    1   2 144   98   34  74  37

asset maintenance    3   49   61  80 128  140   84 142 196

WRITE dissertation  36  134  119  35 118  260  321 147 166

enjoyable exercise                82 107  160  219 212 146

job hunt                         124  14   55   81  39  88

tried PUBLICation             35  76

productivity        3%   9%  10% 18% 23%  33%  36% 29% 37%

____________________________________________________________

Note: For validity, timekeeping reconciles to 24 wholehours

per day beginning 1990 quarter three.



 

 

 

 

 

Wording                                         Theory W a62

 

Table B6 - Growing a writing life-component 

____________________________________________________________

 

Timed tasks           Whole hours by year and quarter

_____________________ ______________________________________

 

                      91q4 92q1 q2  q3  q4 93q1 q2  q3  q4  94q1

                      ____ ___ ___ ___ ___ ___ ___ ___ ___   ___

 

maintain  body/mind    861 875 761 710 760 792 893 794 865 - 853

WRITE     dissertation 112  15  16   4  18       5 360 217 +  64

pursue    WORDING      146 379  88 315 121 171 108  40 237    63

relate to others       567 217 268 250 186 478 266 303 340 - 822 -

relate to self         269 330 398 228 242 174 198 277 285 -  62

do        job           69 234 404 429 562 403 577 247  36 -   0

pursue    exercise      65  61 127 134 138  80  34  92 116 + 144

maintain  assets        95  73 122 114 157  86 103  70  88   121

21 maintain  effective E1body/mind    853   39

37 pursue    enjoyable E2exercise     144    7

30 maintain  daily     E3assets       121    6

32 relate to others'   R4selves       822   38

32 relate to my          self          62    3

22 pursue    current   G5writing       63    3

26 write     Theory W  G6dissertation  64    3

35 do        someone's G7job

productivity            35% 45% 47% 57% 54% 56% 50% 50% 60%  61%

1989-1991 productivity   3%  9% 10% 18% 23% 33% 36% 29% 37%

____________________________________________________________

Note: Descriptions have changed from previous table; +/-

indicates trend and future emphasis.



 

 

 

 

 

Wording                                         Theory W a63

 

Table B7 - A writing life-component time series 

____________________________________________________________

 

                    Years and quarters

                    ________________________________________

 

Task  (a=actual)    80  82  84  85  86  87  88  89  90  91

      (p=planned)     81  83    1234    1234    1234    1234

      (e=end event)         1234    1234    1234    1234

___________________ ________________________________________

 

trs80 computer       aae                          TECHNOLOGY

25 portable harddisk    aaaaaaaaaaaaaaaaa   a   a       e

simple software                            aa

6 laptop computing                              aaaaaaaaaap

absolute backup                                           e

national consulting    aaa            EMPLOYMENT           p

major surgeries          a a e

terra technical college        aaaae

concord college                           aae

wesley college                                aae

benedictine college                               aae

city manager miss                                     a   e

college applications                                 aaaa  p

KC area job service                                       ap

bowling green phd               aaaae   SCHOLARSHIP

fielding phd                         aaae

kensington phd                           aaaaaaaaaaaaaaaaaap

ohio state university                        e

attempt publication                                 aa     p

a writing system                                      aaaaap

self-determination           FULFILLMENT                   p

relatedness                                         aaaaaaap

european trip                                            e

asset maintenance                                  aaaaaaaap

enjoyable exercise                                   aaaaaap

____________________________________________________________

Note- The veins of activity are highlighted in capitals.



 

 

 

 

 

Wording                                         Theory W a64

 

Table B8 - A writing life-component continued 

____________________________________________________________

 

                    Years and quarters

                    ________________________________________

 

Task  (a=actual)     91  92  93  94  95

      (p=planned)    1234    1234    1234

      (e=end event)      1234    1234

____________________ _______________________________________

 

european "trip"       aaaa  aaee                 FULFILLMENT

self-determination          aaaaaae

asset maintenance     aa  aaa a   ap

enjoyable exercise   aaaaaaaaa e eep

relatedness                     e ep

a writing system     aaaaa     ae                SCHOLARSHIP

kensington phd                 aeaap

attempt publication                 p

6 laptop computing  aaa  ae  aa  ap              TECHNOLOGY

sxl laptop           eaaaeeeaaaeaaap

inkjet printer                   e

college applications a               ppe          EMPLOYMENT

consult/corp apps              a       p

____________________________________________________________

      The above tables provide insight into the complexity

of my writing-growth process in conjunction with other life

tasks.

      Opportunity for perspective. Beyond the techniques of

time application, aspiring writers deserve some type of

wholistic insight into their writing process and the

processes of other authors.  These descriptions should

represent actual workable patterns of composition wisdom

directly from accomplished writers.  Unfortunately, people

generally, and writers specifically, are not disclosive

about their "private" time.  Thus each new generation



 

 

 

 

 

Wording                                         Theory W a65

reinvents the writing-growth process for themselves.  Or

better said - does not reinvent the writing-growth process -

for themselves and others.  Thus writing, in general,

languishes.

      The writing growth process. The suggested process for

writing follows.  First, recognize failings.  Second,

delimit (choose) a specific topic.  Third, form a strategy.

Fourth and fifth, take research notes and rigorously

reference the notes.  Sixth, research and choose a writing

style.  Seventh, practice composition principles.  Eighth,

piece together the logical wisdom about your topic.  Ninth,

argue your choice of issues.  And tenth, build a personal

library.  The following table permits the interjection of a

 

checklist into one's current writing efforts.

 

Table B9 - A suggested writing process 

____________________________________________________________

 

      recognize failings

      choose this hour's topic

      strategize topic

      take notes

      cite reference notes

      choose writing style

      assemble logical wisdom

      argue chosen issues

      build personal library

      spinoff publication efforts

____________________________________________________________

      Usually the above process can be seen from current

literature in bits and pieces.  At times, descriptions can

be gleaned from author prefaces, including textbook



 

 

 

 

 

Wording                                         Theory W a66

 

prefaces.  For example -

 

   That scarcest of academic commodities - time to think -

   has been supplied by the generous support of...  (161 vi)

      Then there are writing texts, composition handbooks,

and style manuals.  The challenge for the aspiring writer

can be seen as the building of a personal writing model from

several of these sources.  Unfortunately for the aspiring

writer, the expectation of developing a rigorous personal

and expansive written-thought model from scratch provides a

low probability of success - about as low a percentage as

there are writers in our current population.

      The choices and trials of building and presenting a

personal writing process takes much time.  I choose to spend

that time for the purpose of increasing the probability that

prolific, purposeful, and enjoyable written thought will be

pursued as attractive rather than abandoned as frightful.

      Any full-range writing process, written out directly

by either the accomplished or the aspiring writer, provides

for (1) the promotion of the enjoyable ends of written

thought, (2) the awareness of the need to choose and develop

a personal set of means for enjoyment, and (3) the

connection with reasonable scholastic rigor.

      Regarding a full-ranging writing process, composition

texts present sets of selected elements less in scope than

an integrated full-range writing perspective.  Thus the



 

 

 

 

 

Wording                                         Theory W a67

aspiring full-range writer never sees a total writing

paradigm from which to choose their own unique personal

pattern of written-thought enjoyment.  One text, for

example, points to patterns in written word but dodges the

challenge of the student developing their own rigorous

 

prescription.

 

   At best...[any writing text] should suggest a pattern,

   not a rigid prescription.  (200 7)

      Unfortunately for the overwhelmed student, not being

able to see wholistic author patterns, presents to them, a

predetermination which perpetuates the languishment of

writing.

      Thus, an enjoyable student-internalized writing

pattern remains complexly illusive due to the inability of

students to self-prescribe.

      Personal prescription. For my own prescription I

present this rendering of a writing process based on my

exploration and choice - choice being the simple essence of

all learning.  Unfortunately, learning by exploration and

choice does not appear to be the aim of many schools.

Therefore we have a general non-writing culture

specifically, and a "frightful of writing" culture

generally.

      Thus for my future use, I attempt to build an

integrated remedial writing system while continuing to



 

 

 

 

 

Wording                                         Theory W a68

structure, practice, and teach other-subject learning - with

written thought being the measurable product of all

subjects.

      Functional thought. Written thought represents the

intelligence of wisdom versus the intelligence of high IQ,

degrees, institutional residency, and position.  Functional

thought points to the wisdom of functional authority.

 

Therefore in "poetic" rendition -

 

   I believe I am not wise until I write prolifically,

   Thus I wish to write wonderful worthy wordings.

 

   I want to write for my benefit specifically,

   And I wonder if you will benefit also.

 

   For you must see free of life's wontings realistically,

   To mentally wander smoothly so that you whistle and crow.

 

   And grow, and grow, and grow.

 

      An excerpt from personal journaling.

 

   I have a heavy heart, I acknowledge the feeling, and I

   choose to write myself "out of it."  Perhaps the writing

   represents mourning my personal loss of self and perhaps

   I should just be silence about that.  Yet writing

   represents something more for me.  Akin to friend Ingrid

   writing dozens of letters?  Akin to friend Bob writing

   his book?  Akin to friend Hugh writing his screenplay?

   Akin to friend Colleen writing her Broadway play?  Akin

   to the restaurant cronie claiming that his novel now

   resides with his typist, nevermore to be worked?  What

   will come of my wording?

      Enjoyable writing. Writing can lead to enjoyment.

Writing presents an opportunity to talk more rationally, to

build arguments which may be challenged, and finally to

leave challenges and move on to next enjoyable adventure.



 

 

 

 

 

Wording                                         Theory W a69

      Reminds me of the business adage - "Put things in

writing."  Business writing made you think, promoted

conciseness, and permitted further challenge and synergism.

And it gave busy people the chance of prioritizing your

challenge.

      Thus I direct my challenges, including the "more well"

written communication of same.

      Codependence. Further than the above "more well"

communication, I have something to say in writing about

codependence.  I may have discovered for my self, a generic

description and treatment procedure for codependence.  I

document the perception in another appendix, for seeding

future thought and action.

 

Works cited 

 

61  (1961 1986) "Webster's third new international

    dictionary of the English language."  Springfield

    MS: Merrian.

195 J.Aaron,ed (1984) "The compact reader."  New York:

    Bedford.

      Provides half the usual essay load since "many

    composition instructors find they cannot finish the

    large...essay collections published for their classes.

    Gives concrete advice for developing an essay by the

    method...  outlined in the general introduction.

    (195 v-vi)"

62  American Psychological Association (1984) "Publication

    manual."  Washington DC: Author.

198 D.Boorstin (1989) "Joys of random reading."  (203 v-vii)

196 J.Campbell (1949 1968) "The hero with a thousand faces."

    Princeton NJ: University Press.

197 J.Campbell (1962) "The masks of god: Oriental

    mythology."  New York: Viking.

199 W.Campbell (1939 1959 1969) "Form and style in thesis

    writing."  3rd ed.  New York: Houghton Mifflin.



 

 

 

 

 

Wording                                         Theory W a70

 

66  F.Crews & S.Schor (1989) "The Brozoi handbook for

    writers."  New York: Knoph.

177 J.Fahnestock & M.Secor (1990) "A rhetoric of argument."

    New York: McGraw-Hill.

203 L.L'Amour (1989) "Education of a wandering man."  New

    York: Bantam.

50  Library of Congress (1989) "Subject Headings (12 ed)."

    Washington DC: Author.

202 Microlytics (1987) "Word finder electronic thesaurus."

    Pittsford NY: Author.

201 H.Otto (1990) "Notes and thoughts on the works of Joseph

    Campbell: The myth master."  Unpublished manuscript.

      Aimed at whomever shows interest in weaving the

    fringes of Theory W.

181 S.Papert (1980) "Mindstorms: Children, computers, and

    powerful ideas."  New York: Basic Books.

200 J.Rackham (1984) "From sight to insight: Steps in the

    writing process."  New York: Holt, Rinehart, Winston.

58  W.Strunk & E.White (1979) "The Elements of Style."  New

    York: Macmillan.

193 T/Maker Company (1983 1987) "T/Maker III: West Virginia

    version."  Ripley WV: Vocational Curriculum Laboratory.

      Free software for use from elementary through college

    and on to the graduate school level - includes writing,

    spelling, calculation, and data functions.

60  K.Turabian (1987) "A manual for writers of term papers,

    theses, and dissertations."  (rev.by B.B.Honigsblum)

    Chicago IL: University of Chicago.

156 W.Zinsser (1985) "On writing well: An informal guide to

    writing nonfiction."  New York: Harper & Row.

Section B1 - A subject out of failure 

Failure 

 

      Writing defined.

 

      An exploratory process that will usually include a

   good many setbacks and shifts in direction.  (66 3)

      Research is complete only when the results are shared

   with the scientific community.  (62 17)

      Writing as exploration. The above quotes present two

of many possible definitions of writing.  The quote could

also serve as a definition of one's life.  Unfortunately for

the human condition, many humans tend to view numerous



 

 

 

 

 

Wording                                         Theory W a71

shifts and failures as unstable and undesirable.

      Thus in general we do not explore and specifically we

 

do not write.  Instead, we "lose our minds."

 

      We lose "ideas...  that place one thought into

   relation with another.  (66 3)"

      The worst loss. In St.Joesph MO a home owner across

from a traditional oat processor, displayed a sign on the

 

front lawn.  It read -

 

    Of all the things I have lost, I miss my mind the most.

      Evidence of mind. Simply put, the "more well" mind

writes.  Writing offers the potential to positively relate

thoughts and synergistically expand the mind of the

individual and the world - "if" we want to do the work of

writing, and "if" we will the actual result.  Unfortunately,

the education industry has not been able to persuade most

students to the advantages of relating thoughts through

writing.

      Writing education. Education administration thinking,

right through to the PhD level, relates more with memory

than with thought synergism.  If the student memorizes and

regurgatates well, excellent grades follow.  If high grade

point averages are earned, positions are awarded.

Unfortunately for our individual and world relationships and

organizations, positions are many times opposite of

productive work.  Simply put, our minds are "less well" in



 

 

 

 

 

Wording                                         Theory W a72

positions than in chosen work.  One argument takes form as

 

compulsory education versus chosen work.

 

       The value and the justification of compulsory

   education in schools are controversial.  On the one hand,

   it is true that for some people complusory education is a

   stimulus to intellectual achievement and excitement.  On

   the other, it is indisputable that for many it leads to

   boredom, oppression, and the stifling of intellectual

   activity, and studies have shown that the most important

   single source of negative self-images in our society is

   experience in school.  While compulsory education is

   responsible for valuable scientific work and mass

   literacy, it is also part of an elitist system of social

   domination.

      We personally prefer non-compulsory education and no

   grades, and yet sometimes find ourselves operating within

   a complusory education system where not giving grades

   creates havoc and distress.  We have not yet found a way

   of resolving the contradiction in a way that is

   comfortable for us, and we know that this has effects

   that are uncomfortable for our students.  We personally

   feel that much of what we learned in college and graduate

   school occurred through the writing of papers...

   (256 29)

      Thus the simple "more well" challenge of putting

things in writing can be seen as specific instances in the

general world.  Ingrid did it.  Bob did it.  Hugh did it.

Colleen did it.  RC did it.  The opportunity of writing can

be seen with your own personal observation.

      Yet without a generalized view of how to write, the

aspiring writer has difficulty seeing the opportunity in

writing.  This general failing and specific personal

failings can be turned to further inquiry into the whys and

 

ways of aspiring for the "more well" condition.20

      Why write and in what way?  The existence of life



 

 

 

 

 

Wording                                         Theory W a73

complexity usually accompanies the urge to write. The urge

takes form in the range from scribbled notations to

integrations within 1000 pages of text.  Regardless of the

form, pointed writing evolves after the clarification of a

strategy structure of why we want to accomplish written

works and the way in which we actualize the work.

      Complexity. To attempt the structure of writing or

the transcendent structuring of life "as a logical sequence

of steps," eventually finds that, "its actual order in any

one instance defies summary.  (66 4)" Writing can thus be

seen as a discouraging task.

      As a result, writers and explorers must proceed in a

general atmosphere of failure.  Yet, the accomplishment of

obviously productive writing work continues, and

individually productive writing work can continue to build

in spite of general non-writing pressures and diversions

which cause apparent failure.

      Simplicity. Effective writing simply states

individual ideas, and then transists to other ideas in a

linear way.  No other way exists - a writer cannot write

about two ideas at the same time.  Although the human mind

quickly transists to other ideas while reading or writing,

 

____________________

 

      20"More well" not taken as the indication of

illness, rather as an ambition for super health.



 

 

 

 

 

Wording                                         Theory W a74

the nature of writing locks the writer into a simple

one-idea linear methodology.  To write in the linear-method

offers a simple but difficult challenge because there often

are so many ideas that need to be transisted.  Thus the

writer must deal with complex thinking using simple idea

explanation and transition.

      Headings for paragraphs, sections, chapters, parts and

appendicies offer a way for the writer to refer to another

location when thought transists to another idea or several

ideas.  The writer heads these divisions thus the writer as

reader and the audience as reader can use headings to read a

written work in a sequence different from the inherent

linearity presented by the writer.

      Headings versus colloquialism. Heading-writing

differentiates with colloquial speech or colloquial writing.

Heading-writing provides for the organization of complexity.

The organized ideas then need citation for qualification as

scholarly writing.  In this sense, Theory W identifies with

heading-writing, where the headings analog work tasks cited

by organization members.  In Theory W, the headings take on

 

the action form of verb-descriptor-noun.21

      Productive work. Writers and thinkers in general do

 

____________________

 

      21An administrative filing system in verb-noun

format was attempted at Terra Technical College where the

author was Director of Business Technologies.



 

 

 

 

 

Wording                                         Theory W a75

 

not identify with productive work.  Thusly, the Department

of Labor calculates national productivity, excluding many

people, including the exclusion of writers and thinkers.

Further, most of us, as workers, cannot calculate our

contribution to national or world productivity - nor can we

identify our individual or intimate-group productivity.  The

productivity of writing remains similarly obscure.

      Education industry thinking, with its emphasis on

position stability and the like, deemphasizes (1) the

productive reason for writing work, (2) the

cross-fertilization of writing work, and thus (3) work

exploration in general.  Thus the student's choice to

joyfully explore and fail in life-productivity lessons

remains mostly absent from the education industry

mainstream.  "Ignorance is bliss?"

      Life productivity?  What is life productivity?

Business education defines productivity simply as output

divided by input.  Taking that generic productivity tact,

the input of life can be universally seen as time - 24 hours

per day.  What then does life output look like?

      From business education again, output focuses on task

actualization.  Education administration also recognizes

task orientation.22 Thus life-tasks can be seen as a

generally acceptable entrance into life productivity.

      Life-task philosophies.  An individual's choice for



 

 

 

 

 

Wording                                         Theory W a76

actualization can take many forms.

      "The Bible tells me so?"  "Wine, women, and song?"

"Enjoy today for tomorrow we may die?"  "What position or

degree do you have?"  "How much money do you make?"  "To

thine own self be true?"  The general life-philosophies and

 

their statements of specific life-tasks are numerous.23

      In support of writing, many life philosophies fail in

encouraging an individual who chooses to explore away from

the mainstream, especially if the mainstream can be seen as

anti-exploration.  Thus the choice to write continues to

fail.  Or does it?

      Growth-task actualization. Seemingly more world

exploration opportunities are available then we could ever

hope to actualize.  Thus we must choose within time

limitations.

      Unfortunately for national, world, and individual

productivity, the education industry, in general, does not

facilitate a philosophy of student choices, and the

resulting commitment to thought in general and to writing

specifically.  Parents and teachers, directly and

indirectly, have the bias to make the "learning" choices -

 

____________________

 

      22Time on task research.

      23See Joseph Campbell's writings about

life-philosophies which he calls mythologies.  See (201) for

a summary.



 

 

 

 

 

Wording                                         Theory W a77

stealing a growth opportunity for students.  Students thus

automatically fail in (1) the practice of choice analysis,

(2) the experience of failure from their own choice, and (3)

turning failure to success through correcting self-choices.

      We all begin life by turning exploratory failure to

success, and writing success needs that "exploratory failure

to success" essence of life.  Writing comprehends and

transforms failure into success through productive work.

Success however, never achieves perfection - another rewrite

always remains, more research awaits, and another critic

always has more insight.  Writing and life are alike and can

be internalized together.

      Try-try, draft-draft. The first attempt of this paper

was a normal failure (200 42), but the concrete form of the

first attempt provided the essential start on which to build

this presummed wholistic view of one particular personal

writing pattern - the aim being growth for the writer and

his part of the world audience.

      Writers quite normally put failures unto paper and if

time consuming rewriting does not take place the audience

may well reject the work.  The solution to that rejection is

not to avoid writing!  The choice to write may just simply

boil down to a matter of personal growth - the will to

explore.

      Some people relate better to specific audiences and



 

 

 

 

 

Wording                                         Theory W a78

write better than others - that's life.  Everyone, however,

definitely can explore through writing!  The simple cost is

time and encouragement.  The emotional encouragement

 

requires both wisdom and the study of same.

 

       These guidelines are written from the perspective that

   being able to engage in peer dialog is a natural human

   ability.  It is.  But it is one of the most repressed and

   deformed human abilities, because in everyday life, most

   institutions are structured in patterns of distorted

   communication, usually as a way of maintaining the power

   of some group, that suppress and limit human beings'

   ability to have relations of mutual understanding and

   equality in communication.  And these relations of

   distorted communication affect the minds of the people

   who grow up and live within them: they bring about

   confusion of thought and expression, negative

   self-images, curtailment of creativity, a narrowed sense

   of identity, rigidity of thought, depressiveness and

   resentment, inability to identify with another's point of

   view, elimination of the pleasures and ecstasies of

   learning and intellectual exploration, and many other

   dehumanizing conditions that are the psychopathology of

   everyday life in societies based on domination,

   oppression, and hierarchy.

      Under these conditions, it should be expected that

   many, perhaps most people will have some difficulties

   with learning, thinking, talking, and writing, and that

   these cannot be overcome merely by writing techniques and

   study skills.  Indeed, overcoming these difficulties can,

   for many people, only be part of a long-term

   self-transformative or therapeutic process of undoing the

   damages of inflicted distorted communication ond gaining

   greater autonomy and integration.  (209 25-6)

      One of the bleakest moments for a writer is the one

   when he realizes that the editor has missed the point of

   what he is trying to do.  (156 235)

      Control. Never talk down to your self or to your

audience.  Be true to (1) self, (2) what's to be said, and

(3) the way of saying it (156 x).  Style and personality

vary vastly yet each writer must control their material to



 

 

 

 

 

Wording                                         Theory W a79

the above standards, for example.

      Control of writing, just like any organization effort,

involves comparing actual to plan then ranking and

eliminating the ranked variances.  The same control process

can be seen to apply to spending control, time control,

mission control, and life control.

Motivation 

      Our relationship with writing. Most people do not

take the time to write.  College students reflect our

non-writing citizenry.  "Its too much work."  "I don't know

how."  "I think as little as possible and write even less."

"if I need a school term paper, I'll buy one."  "Writing

takes too much time."  "Written works just gather dust."

      We have achieved a literary-free society with

seemingly endless time diversions.  Granted, diversions are

needed - but where does chosen written thought fit in our

lives?  Don't we all have thoughts and interests worth

developing during our lifetime?  "Better our will be read

during our lives then after."  Perhaps we can put more than

our last will into our personal library.  "Where do we

start?"

      The will to write. As a start, simply write instead

of buying the next greeting card which you send.  Use one

single piece of paper - nothing fancy.  Mail it and you are

then a writer living with whatever fear comes with those few



 

 

 

 

 

Wording                                         Theory W a80

written lines.  Other opportunities for writing are even

more intimidating - "Oh, for some words of wisdom."  Thus

from a simple greeting card to our last will and testament,

we could all use some wisdom to help in our chosen writing

task as well as our life tasks.

      The why of writing. We write when we have some bit of

wisdom or insight to contribute.  When we do choose to

write, our motivation ranges from sharing simple greeting

card feelings to stating our last will and testament.  In

between we may have to do employment or school writing - all

contributions to world wisdom.

      Third grade writing. Before discussing world wisdom

let's review writing in the third grade.  Four steps are

prewriting (getting ideas), writing (in words), revising

(make changes and rewrite), and publishing (sharing)

(248 35).

      Prewriting involves a visualization, specifically a

sketch.  "Think of ideas...plan the story ending first....

Now make a story map...  (248 141)"

      Writing "the beginning...sets the scene.  It may tell

who...it may also tell where...and when it happens....  Next

write detail sentences....[then] the ending...will tell what

[and] why...(248 141-2)" "The topic sentences tell the main

ideas of the paragraphs.  (248 348)

      "Ask your listener how you can improve your story.



 

 

 

 

 

Wording                                         Theory W a81

(248 142)" Revise.  "Notice how the story is easier to

read...(248 142)"

      The third grade text portrays publishing as editing

marks for corrective action.  Thus publishing can be seen,

unfortunately so, to be removed from the audience reading

 

enjoyment derived from sharing through publication.

 

Table B10 - Third grade writing advice 

____________________________________________________________

 

Verb       Descriptor     Noun          From

__________ ______________ _____________ _______

think      enjoyable      ideas         248 141

plan       story          ending        248 141

make       story          map           248 141

set        beginning      scenea        248 142

write      topic          sentencesb    248 348

write      detail         sentences     248 142

end        enjoyable      taskc         248 142

ask        listener       advice        248 142

share      enjoyable      task          248 35

____________________________________________________________

Note: aWho, where, and when.

      bTells main idea of paragraph.

      cWhat, and why.

      Short course on wisdom. Everyone feels that wisdom

exists somewhere.  Generation gaps can be seen wisdom gaps.

The arguement over the wisest continues, and certaintly

unproductively so.  Diversions can be seen as wisdom gaps.

The gaps are obvious seemingly everywhere, yet..."Where is

wisdom?"  It's hidden to say the least.

      Most humans, somewhere, sometime, eventually search

for some type of truth as represented by wisdom.  Some even

write about the search.  Thus we all die trying - either in



 

 

 

 

 

Wording                                         Theory W a82

search of truth or in the diverted escape from truth.

      Wisdom, for all, does exist somewhere.  That can be

seen as wisdom-lesson step-one.

      Lesson two questions where wisdom resides.  Answer -

 

humans store wisdom in a hierarchy of places.

 

Table B11 - Where wisdom resides 

____________________________________________________________

 

   Type of wisdom      Wisdom places Comment

   ___________________ _____________ __________________

4. written thought     in libraries  personal included

                                     (cataloged stacks)

3. thought             in myths      sparked by ritual

                                     (leader vocalized)

2. personal experience in memory     artifact sparked

1. thought remnants    in artifacts

____________________________________________________________

Note: Reference seems to have been lost.  The types are

numbered with their originally presented order.

      And the re-search of general wisdom proceeds forever

 

through the philosophy of liberal arts questioning.

 

       The point of getting a liberal arts education...is to

   get some sense of the sorts of questions that have

   animated and continue to animate the human mind, as well

   as a small assortment of facts and information that bear

   on those questions - and to participate at some level in

   the process of trying to answer those questions as well

   as discover new ones.  (209 1)

      Questioning and its refinement in active listening can

thus be seen "as where wisdom is at."

      Getting started. Each of us is familiar with a

shopping or reminder list (a form of outline).  Each of us

is familiar with taking a phone message (a very short

letter).  Those two simple skills are the bottom rungs of



 

 

 

 

 

Wording                                         Theory W a83

the writing process ladder - with traditional dissertations

as the top rung of the degree-education ladder.

      Climbing the writing ladder can be a life-time work,

fulfilling the basic growth need24 Changing that growth

need to an individual's will to write involves a personal

 

choice to action.

      Young children jump to answer the phone and broaden

their world (growth).  Their ability to relay a message

however, needs development - a matter of form, not topic.

We all have plenty of interrelated topics to write about.

Yet, the focus on form, blocks many from the intellectual

growth inherent in the writing process.  Hopefully, common

sense will guide future choices toward easy and

self-rewarding writing.

      Stepping up. The transition from writing a shopping

list or phone message to writing a letter, an essay, a

thesis, or a dissertation, takes time - sometimes years and

decades.  Yet it's never too late - the success of adult

education proves that.  Writing education, however, seems

impossible since our culture "successfully" produces

non-writers in the majority.  Yet writing remains a matter

of choice and time, rather than skill.  So be encouraged. 

____________________

 

      24Some people profess that growth and maturing are a

life-long process (Alderfer and Argyris among others).  It's

never too late!



 

 

 

 

 

Wording                                         Theory W a84

 

      How does one save themselves or others from the

seeming morass and intimidation of writing education?  The

answer - first reference a form of writing, then take the

time to write.  If you can't write legibly or fast, or type

- if you don't choose the time to write and rewrite with

focus, then one cannot produce a mass consumable product.

Writing with focus takes time - directly related to how far

you want to proceed up the writing process ladder.

      Thus both a strategic focus and a problem of time

application can be seen.  The strategic focus can be seen as

the choice of topic and sub-topics.  Sub-topic choices

assist in time control, especially when combined with a

stepped perspective on form.

      Time choices. The motivational problem can be simply

seen as having a sub-topic of sufficient interest so that

the perceived writing benefits justify the time cost.  Then

the problem reduces to dodging competing demands for time.

Once a sub-topic focus carves out enough time for writing,

then the following stepped perspective on form may be

helpful.

      Shopping-list approach. The simple shopping list can

be seen as the basis for all writing.  The simple list

portrays the future contents of a shopping cart or the past

content of a phone message.  And the simple list is equally

necessary to indicate the contents of a letter, an essay, a



 

 

 

 

 

Wording                                         Theory W a85

thesis, or a dissertation.  For example, the second draft

working "index" list was 27 pages.

      Thus a topic delimitation, an outline, a table of

contents, an index, a list of tables, a list of

illustrations, a bibliography, author's notes, endnotes,

footnotes - all of these "high-powered" writing divisions,

are simple lists, and can facilitate the focused incremental

time cost choice.

      Written notes. The low technology mechanics for

writing lists can be seen as the notecard - each notecard

being one single database record ready for manual sorting.

The low technology notecard handles the smallest form of

narrative - the thought.  The low technology notecard also

handles the documentation of the works to which your topic

relates - one work per card, sometimes they are called

bibliography cards.  The first draft is written from those

"pre-draft" notecard thoughts and document cards -

 

sometimes.25

      High technology electronic word processing longs to

 

____________________

 

      25At Benedictine College, Spring 1990, only one of

30 business majors, in their capping course, Business

Strategy, chose to use notecards for a potential 100 page

semester paper - not an uncommon failure of the English

composition prerequisite course.  Thus the paper-writing

capping courses need some sort of writing composition lesson

reinforcement.  This paper held on reserve for student use

can be seen as serving that purpose.



 

 

 

 

 

Wording                                         Theory W a86

reconcile with the low technology of written notecards which

still lingers in writing texts.  The move from low to higher

technology presents an interesting challenge for writing and

capping course faculty.  If high technoology can lead to

higher productivity, and if composition text writers

advocate greater productivity, then the aspiring writer

might justifiably expect that composition texts give

note-taking examples which are computer oriented.  High

technology applications, however, require extra learning

 

time.26

      Regardless of high or low technology, all the

remaining promised feats and features of composition and

rhetoric are built on the list and note concepts.

Hopefully, the lists and notes represent sub-topics which

can build to the topic and subject levels - especially

mandatory for the major essay, thesis, and dissertation.

That building structure should be constantly watched and

strengthened.

 

      Learn by doing. The objective -

 

____________________

 

      26The application of computer technology for this

dissertation project involved much learning time - much more

input of time on a theoretical basis.  On a practical basis,

without the extra computer associated extra time, the output

of a completed dissertation woould have been zero.  Thus

measuring pre/post-test with/without computer, the

withcomputer scenario provides an infinitely greater ratio

[of productivity].  "I did it my way."



 

 

 

 

 

Wording                                         Theory W a87

 

      Achieve the greatest strength and the least clutter.

   Can such...be taught?  Maybe not.  But most...can be

   learned.  (156 6)

      Strip every sentence to its cleanest components.

   Every word that serves no function, every long word that

   could be a short word, every adverb that carries the same

   meaning that's already in the verb, every passive

   construction that leaves the reader unsure of who is

   doing what - these are the thousand and one adulterants

   that weaken the strength of a sentence.  And they usually

   occur, ironically, in proportion to education and rank.

   (156 7)

      Education and formal rank bring clutter to a writer's

life, akin to the time competition mentioned above.  Clutter

can be debilitating - counter with the simple list that

links with the sub-topic, topic, etcetera hierarchy.

      Written pattern. The list representing the present or

future thought-notecard-records, provides the form

foundation of writing.  Collected and sorted, the notecards

represent the initial "package" to be translated into the

"first draft."  Thus, as shown in the table below, the form

element of the suggested normal pattern of writing replaces

the topic as top priority.  Other changes in the order of

the ranking are made to follow a presumed more natural

approach to writing.  The parenthetical numbers preserve the

 

ranking of the "expert."



 

 

 

 

 

Wording                                         Theory W a88

 

Table B12 -  pattern of ranked writing tasks 

____________________________________________________________

 

Rank  Writing task     Comment

____ ________________  _____________________________________

 

 3   a focusing form   manual or computer list and notecards

 1   a focused topic   not necessarily delimited

 4   the first draft   a failure unfit beyond the author

 5   several redrafts  called rewriting

 2   an audience       into the world beyond the writer

 6   editing           depends on publisher requirement

____________________________________________________________

Note: (200 v) rearranged above.

      The initial form. The first list of thoughts and the

banded bundle of thought-expanding notecards provide the

first writing output.

      If you can't produce a notecard product in workable

form, muddling and limitation of growth result - adding

frustrations (writing blocks) to discourage an already

time-poor aspiring ladder climber.

      Notecards need headings.  Likewise, electronic notes

need headings for each thought.  That initial list of

 

headings and some notes comprise the first writing output.

 

      Trust your material - it's stronger than you think.

   But it's only as strong as the structure you build for it

   and the control you maintain over it from the first

   sentence to the last.  (156 229)

      To incur less frustration, "package" each output of

your writing as if you were sending it off to another

person.  Your resulting confrontation with your own mind

will improve your product.



 

 

 

 

 

Wording                                         Theory W a89

      The initial list builds up to an initial title page.

A purposeful title page has on it a strategy statement.  A

future table provides an example.

 

      Writing frustrations. 

 

      All [authors] are vulnerable and all of them are

   tense.  They are driven by a compulsion to put some part

   of themselves on paper, and yet they don't just write

   what comes naturally.  They sit down to commit an act of

   literature, and the self who emerges on paper is a far

   stiffer person than the one who sat down.  The problem is

   to find the real man or woman behind all the tension.

      For ultimately the product that any writer has to sell

   is not his subject, but who he is.  I often find myself

   reading with interest about a topic that I never thought

   would interest me - some unusual scientific quest, for

   instance.

      This is the personal transaction [the literature act]

   that's at the heart of good nonfiction writing.  (156 5)

Subject 

      The way to a specific topic.  In the spirit of

scientific specificity, any author chooses a topic from a

vast array of knowledge items.  Many schemes represent the

world's vast array of knowledge - the dictionary, thesaurus,

encyclopedia, the Library of Congress Subject Headings,

theory structures which encompass the topic, a profile of

significant authors who have dealt with the topic, the

course content of related academic programs, the experience

of job biography, dissertations, test measurement

instruments, and the associated fundamentals of other

scientific fields.  Note the parenthetical reference

examples.



 

 

 

 

 

Wording                                         Theory W a90

      Additionally, the true spirit of scientific

specificity demands relatedness as in psychology or

association as in statistics.  For example, the American

Psychological Association, revered for its style manual has

certain delimitations for screening potential journal

 

articles.

 

       The APA deals with three types of writing:  (1)

   empirical reports of original research, (2) critical

   review evaluation of published material, and (3)

   theoretical papers where author draws upon existing

   research literature to advance theory (62 21).

      To the contrary of high powered research writing,

there are hundreds of other "audiences," one for each piece

of writing.

      Topic within subject (delimitation).  Topics are

narrower divisions of a chosen subject.  The Library of

Congress Subject Headings define the exact terms of the

whole-world of subjects.  The LOCSH system provides

standardized topic divisions for the cataloging of wisdom.

Using the LOCSH total-wisdom list helps to delimit the topic

for the benefit of the audience and for the ease the author

as an audience of one doing research.  The LOCSH illustrates

present terminology and thinking, and activates a process of

thinking in terms of "standard" scientific format.  The

LOCSH also encourages scholarship by pointing directly to

the library stack numbers where further wisdom exists.  Thus

the writing process has quickly turned to reading (where



 

 

 

 

 

Wording                                         Theory W a91

 

scholarship identifies with referenced notes).

 

Table B13 -  LOCSH exploration of writing 

____________________________________________________________

 

Writers...

 USE...                            [telling you where to go]

Writer's block

  UF Block, Writer's               [indicating a "used for"]

  BT Authorship-Psychological aspects

     Inhibition                [telling of a "broader term"]

Writing [Z40-Z104.5]

 

      Here are entered works on the process or result of

   recording language in the form of conventionalized

   visible marks or graphic signs on a surface.  Works on

   the writing of a particular language are entered under

   the name of the language...

      Works on variations in the style of writing in the

   past, and especially with ancient and medieval

   handwriting, are entered under Paleography.

      Works on written languages as a form of communication

   or discourse are entered under Written communication.

  RT Penmanship                   [telling a "related term"]

  History [P211]              [indicating "Writing History"]

Written communication  (May Subd Geog)

     [P211]                   [may subdivide geographically]

      Here are entered works on written language as a form

   of communication or discourse.

____________________________________________________________

Note: (50 sv).

      Scholarly reading as research.  One advantage of

writing comes in the opportunity to read and reread what was

written.  The author and audience reads, thinks, rereads,

rewrites and takes notes (even mental) until closure.

      Closure may be as simple as putting the work aside for

a time.  Closure may also mean publishing a book.  The book,

in turn, can be read and reread by many.

      Thoughts are aroused by most reading.  And when

thoughts are written down in margins, on notecards, or



 

 

 

 

 

Wording                                         Theory W a92

directly to a computer file, scholarship takes place.  Notes

are the first step of scholarship - a recent 14th century

world accomplishment.  Notetaking can be seen as the

elementary proof of scholarship.

      Writers as readers.  How do you feel about reading?

 

Consider the following:

 

1. The point of critical reading is not "to tear apart."

   When we read for significance, we study the details only

   to see their relationship to the whole.  It is the total

   effect, the feeling captured in form, that we want to

   appreciate.  The final step in serious reading, then, is

   to draw together all that we have seen and to consider

   its relationship to the human emotion the art expresses.

   (200 360)

2. Writing about abstract ideas may be the most difficult of

   all types of writing.  The problem is that writers know

   precisely what they mean but fail to recognize that their

   words do not express their meaning.  The reader, however,

   knows only what the words actually say; we can't look

   into the writer's mind.  (200 426)

      The first consideration aligns with organizing a

strategy.  The second justifies ignoring a possible message

which may require more reader thought instead of accepting a

writer's failure.  Through disrespect of written work our

culture seems to limit writing and thus the critical thought

which accrues from, and only from, writing.

 

      As a reader, consider the following challenge:

 

       Almost all art forms, and especially literary forms,

   must be experienced more than once.  There is no escape

   from this fact: art demands your participation, your

   committed involvement.  (200 351)

      This advice also applies to rewriting.

      Confronted with disrespectful critique, many aspiring



 

 

 

 

 

Wording                                         Theory W a93

author's choose to not write and to not read critically - to

simply limit the self to conversation - coloquialism.  Does

coloquialism then equate to being stupid?  Not at all - but

coloquialism sure limits one's relatedness.  People need to

expand relatedness in their lives in order to grow.  Growth

being a universal need (the Alderfer, Dyer, Maslow chain of

thought).  Some call the attainment of relatedness and

growth by the terms fulfillment, fullness, or simply a full

life.

      Writing can be an enjoyable life expanding activity.

      Context and perspective.  Where does writing fit in

one's life?  The answer lay in the emotions, needs, and

 

wants of the individual yet universal person.

 

      Most of us live most of our lives in a world dominated

   by emotion that we seldom understand:  we fall in love,

   we pursue each other sexually, we hate, we are horrified

   by the evil we think we detect in others, we admire the

   nobleness in some, we weep at loss, and we celebrate -

   sometimes just because we are alive.  It is exactly this

   chaos of emotion which logic teaches us to avoid.  By

   contrast, the [non-written] artist attempts to deal with

   emotion, not by avoiding it, but by giving it shape and

   form.  All art [including writing] is primarily an

   expression of feelings structured according to the

   private vision of the artist.  This ordering of feeling

   is the key to the way art educates our emotions.

   (200 338)

      To use writing to self-educate our emotions is to see

the ways in which we (1) feel loved, (2) are joyful, and (3)

become free - the "good" feelings.27 Can these good

feeings be organized?



 

 

 

 

 

Wording                                         Theory W a94

      Education attempts to organize the individual, and

thereby the whole of culture.  Order or organization of

humans, when accomplished rationally can produce

synergism.28 The organization for, and management of

synergism witnesses individual satisfaction in terms of joy,

love, and freedom feelings.

      Last and most important, time demands must be clear -

dealing with abstraction takes mental work and thus consumes

time.  This paper for example has taken 158 hours through

 

thirteen weeks.29

      A taunt.  Along with the emotion and logic of writing,

there occurs a third approach to writing - intellectual

 

laziness.

 

       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)

      Here now enters time and writing as an answer to

personal satisfaction pertinent to the feelings of being

loved, enjoying, and choosing freedom.

____________________

 

      27The emotion or feeling continuums, proven

universial by psychological science, are love-hate,

joy-sorrow, and freedom-fear.  Many times we cannot control

our feelings, but our actions can reflect the love, joy, and

freedom emotions through personal choice.

      28Synergism reflects an organization whereby good

feelings are generated.

      29Specifically weeks 28 through 40 of 1990.



 

 

 

 

 

Wording                                         Theory W a95

      A way out.  Writing, and more specifically rewriting,

provides a way out of confusion.

      Confusion associates with non-organization - a sort of

non-application and/or non-documentation of thinking.  So

then, if organization is the way out of confusion, writing

is a way of organizing.  Writing simply documents the

organization of bringing abstractions together.  Writing

thus organizes relatedness - a basic human need before

intellectual growth can take place.

      Do not fall for the trapping that scientific writing

provides philosophic balance.  Some PhD courses provide the

psychological basis for a balanced writing context, but

those courses, as well as masters and undergraduate courses

 

do not promote balanced writing enjoyment.

 

      The APA, for example, discourages piecemeal, single

   correlation, negative result, inadequate experiment

   control, or trivialities (62 19).  APA publication is

   centered around significant research questions, reliable

   and valid instruments, clearly related variable

   measurement, subjects who are representative of a

   generalized population, ethical subject treatment, and a

   research design which unambiguously tests the research

   hypothesis (62 19-20).

      Substantial professional contributions may include

   formulating the problem or hypothesis, structuring the

   experimental design, organizing and conducting the

   statistical analysis, interpreting the results, or

   writing a major portion of the paper.  Lesser

   contributions, which do not constitute authorship, may be

   acknowledged in a note...(62 20).

      The scientific formal writing challenge is thus cast.

Authorship, however, involves responsibility for the context



 

 

 

 

 

Wording                                         Theory W a96

of a published work.  And the author can be best encouraged

to write beyond the confines of their profession.

Integration and the resulting synergism of different

specialties provides at least one justification.

 

      Writing and listening. 

 

       Writing well is not an inborn skill, but an acquired

   one:  You will become proficient only by writing and

   writing, experimenting with different strategies,

   listening to the responses of readers.  (195 1)

      One's choice of time simply activates "writing and

writing," but this word "strategies" has a greater

complexity.

      The third grader's writing advice also grows in

 

complexity.

 

Table B14 - Writing advice grows in complexity 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Pre From

____ __________ ______________ _____________ ____ _______

     think                     ideas              248 141

     plan       story          ending             248 141

     make       story          map                248 141

     set        beginning      scene              248 142

     write      say1topic      sentences          248 348

     write      say2detail     sentences          248 142

     write      say3summary    sentences          209 12

     write      linearity      trip               209 13

     end                       task               248 142

     ask        listener       advice             248 142

     ask        listener       advice             195 1

     revise                    work

     develop    strategic      wile               195 2

     write      theoretical    facts              209 14

     critique   analogous      works              195 2

____________________________________________________________

Note: Based on previous table on third grade writing advice.



 

 

 

 

 

Wording                                         Theory W a97

 

Section B2 - A chosen strategy 

Theory W waxes strategy 

      Writing needs a wile.  An electronic thesaurus

(202 sv) provides several forms of the word "strategies" -

stratagem, strategic, strategy, and stratum.  Each of the

four wording forms are explored below.

      First we look at the singular of strategies -

strategy.  Strategy turns to be simply a plan - a wile, if

you are looking for a W word.  A wile attracts, and to wile

means that the author presents an attractive plan or

strategy - one that attaches to the actualization of good

feelings.

      Further sourcing from the thesaurus indicates the same

for strategem - our second of the four explorations.

      Third, we see strategic (202 sv) as critical,

essential, integral, necessary, and significant.

      Finally we distinguish stratum (202 sv) as indicating

rank.

      Theory W strategy defined.  Combining critical with

rank, the critical rank can be understood and intrepreted as

the critical path of actions coordinated (aimed) to the

attractiveness of good feelings.

      Thus the Theory W representation of a wile comes to be

an attractive critical path of action (the way) of

accomplishing something.  A singular wile, path, or action



 

 

 

 

 

Wording                                         Theory W a98

indicates a choice from several alternatives (assuming the

isolation of the alternatives).

      Writer as strategist.  Enjoyable writing develops a

wile (and takes a while to develop - forgive the pun).  The

development of that attractive aim comes through choice -

the choice of the natural learner (enjoyable, loving, and

non-fearful).30

      Beyond practicing the pursuit of good feeling, writing

facilitates reading.  Reading and writing go hand-in-hand.

Writing establishes a purpose for reading.  And reading, in

turn, develops writing skills in three ways - (1) "by

introducing varieties of behavior and ways of thinking that

would otherwise remain unknown," (2) by exposing "a broad

range of strategies and styles," and (3) by becoming

"increasingly sensitive to the role of audience in writing.

(195 1-2)" Thus an initial task of one's writing might be

"reading the work of others critically, discovering

intentions and analyzing choices...(195 2)" Critical-reading

 

and scholarly-reading are synonymous.31

 

      In writing a paper, you should be in control of what

   you are doing.  This means that every single sentence in

   your paper should be there for a reason...(209 11)

 

____________________

 

      30Two ideas are combined - the Piagetian school and

basic good feelings.

      31Criticalness in general practice, unfortunately

aligns closely with negative evaluation.  We are a defensive

society which blocks scholarship and organization synergism.



 

 

 

 

 

Wording                                         Theory W a99

 

      Say what you are going to say in that paragraph, then

   you say it, and then you say that you have said it.

   (209 12)

       The difficulty of...[non-linearity]...can exert

   a paralyzing influence on the writer, because every

   linear representation of the thought (or reality) may

   seem false or distorted or an oversimplification.

   (209 13)

      Facts have significance only with regard to some

   theory or intrepretation for which they are relevant; it

   can even be argued that what counts as facts are

   determined by theories and interpretations.  (209 14)

      After they have done their research...the last

   paragraph is written, [then] the body of the story is

   written.  The last thing written is the first paragraph,

   which serves as a way of introducing the reader to the

   story.  (209 15)

      Make your version of history more accurate and more

   complete.  Such a history is often called a "review of

   the literature."  Theses and dissertations usually begin

   with [same].  (209 18)

      To see what a classic, first-rate review of the

   literature looks like, read the Introduction to Freud's

   "The Interpretation of Dreams."  (209 20)

      The complexity of writing advice now takes on the

element of precedence, that is, some acts come before

 

others.



 

 

 

 

 

Wording                                        Theory W a100

 

Table B15 - Writing advice now needs structure 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Pre From

____ __________ ______________ _____________ ____ _______

1    think                     ideas              248 141

2    plan       story          ending             248 141

3    make       story          map                248 141

4    set        beginning      scenea             248 142

4    write      first          paragraph     16   209 15

5    write      say1topic      sentencesb         248 348

6    write      say2detail     sentences          248 142

6    attain     writing        objectivesc        195 vii

7    write      say3summary    sentences          209 12

8    write      linearity      trip               209 13

9    end                       taskd              248 142

10   ask        listener       advice             248 142

11   ask        listener       advice             195 1

12   revise                    work

13   develop    strategic      wile               195 2

13   write      a "why"        focal aim          195 9

14   write      theoretical    facts              209 14

14   render     literature     review             209 18

15   critique   analogous      works              195 2

16   write      last           paragraph     14   209 14

17   entitle    purposeful     main idea          195 14

____________________________________________________________

Note: Previous table of more complex writing advice now

receives a previous act interpretation to provide several

paths or a developing path of linearity.

      aWho, where, and when.

      bTells main idea of paragraph.

      cDescribe, narrate, exemplify, analyze process,

classify, compare, analogize, define, show cause-effect, and

persuade.

      dWhat, and why.

      Reading and writing critically.  We have touched on

the idea of the critical path leading to the purpose (aim)

of writing.  And we have looked at reading's relationship to

writing.  Reading supports writing, especially critical

reading where the reader is the expert - the expert worker



 

 

 

 

 

Wording                                        Theory W a101

who looks for something.  Not necessarily a predisposed

something, but a unique something that may or may not be

triggered synergistically by the words.  Specifically, the

expert reader-worker has a scheme (or plan or strategy if

you will) to which to compare the work being critiqued.

      In writing wisely the author becomes an audience of

one.  Thus no matter the marketability - authors can serve

themselves with good feelings.

      Reading tactics.  Reading has two levels of operation

- a plan (objective or aim) and mechanics, just as war has

strategy and tactics.  Reading mechanics include citing

other works, speculating about the work's aim, scanning the

text, perhaps reading twice, making notes, and fitting what

you learn into a general scholarly personal scheme

(195 3-5).  Before pursueing the tactics of reading, let's

pursue an understanding of the strategies of writing in the

form of objectives.

      Objectives of writing.  Theory W views strategy as a

process where the main philosophical aim relies on the

expression of measurable objectives.  These objectives are,

in a sense the subordinate aims within the strategy process.

      The objectives of writing are description, narration,

example, process analysis, division-classification,

comparison-contrast, analogy, definition, cause-effect, and

argument-persuasion (195 vii-xi) - ten objectives in all.



 

 

 

 

 

Wording                                        Theory W a102

      In a composition course, the attainment of writing

objectives brings letter or percentage grades.  In Theory W,

performance measurement simply amounts to yes, no, or mu.

      To those even slightly familiar with composition, some

of the ten objectives should "ring a bell."  Those divisions

are meant to be all inclusive.  They are what writing is all

about.  Writers spend their careers experimenting with them.

The attainment of one or more, as a subordinate aim or aims,

supports the main aim or idea of your writing work.

      The completion of these objective tasks complete the

wile in a secure and wise fashion.

      The written work's main idea.  The why of the above

objective tasks becomes the focal aim of your strategy.32

That focal aim equates with the work's purpose, meaning,

chief point, or main idea (195 8-9) - the central intensity

of the work.  The ten objectives as subordinate ideas

support that central intensity.

 

      The aim draws strength from an envisioned audience.

Yet that audience strength, many times, amounts to a

projection by the author.  And the author-audience's buying

 

____________________

 

      32 An organization chart of Theory W:

               /\

An aim on top /__\ sometimes called a mission or philosophy

             /    \

Objectives  /______\   measured (likened to an MBO program)

           /        \

Actions   /__________\   coming out of individuals' choices



 

 

 

 

 

Wording                                        Theory W a103

and synergistic powers can be seen as real.  Thus writing

can be a personal challenge to the unknown element of the

audience - that potential for synergism, unknown to the

author, yet potentially anticipated by the author.  The

reader, in the end, can be respected as creative - going

beyond the author!

      Subordination of writing.  The aim of any writing work

fits into the author's aim in life - thus the work's aim

becomes a subordinate objective.  So to with the audience -

the reader has an unknown higher aim - unknown to the writer

and many times inexplicable by the audience.  Strategy is

thus relative, yet for the writer, the aim of the work at

hand should be concrete.  Then the ten objectives can be

visibly structured into an outline or table of contents

which lead directly to the narration.

      Expressive narration.  Words, sentences, and

paragraphs are build by the individual author to express -

"to make meaning clear and vivid.  (195 10)" The measure of

accomplishment, either yes, no, or mu, is always personal to

the author, first and foremost.  The first evaluation closes

to some accomplishment of satisfaction - apart from the

audience at large.  Getting by that inner audience of the

author's self is the first hurdle for the prolific writer -

and many times the biggest.  This highest hurdle is not

really surprising, since aspiring authors are funneled in



 

 

 

 

 

Wording                                        Theory W a104

school directly to lofty examples, instead of practicing the

joys of improvement and growth from where they are.  Writing

can be a natural learning experience.  analogus to Piaget's

trail of thought.  The important point is that student's are

challenged to write their thoughts - even if they choose not

to do so.  The challenge to the student-aspiring-writer is

 

to clarify their writing in personal terms -

 

      You may need to explore your subject for a while -

   even to the point of writing a draft - before they become

   clear to you.  (195 13)

      Subject probing - dreaming.  Now the "rubber meets the

road."  Theory W uses the word willpower for this juncture.

Willpower or just plain will is a matter for choice - the

 

choice to action.  And action takes time.  For example:

 

       Some [writers] concentrate intently on the subject

   for, say, an hour or two, writing down every thought, no

   matter how irrelevant it seems.  Others just start

   writing a draft, focusing not on organization or style

   but on the implications of ideas and their connections.

   Still others incubate the subject, carrying it in mind

   while pursuing other activities, making notes of useful

   ideas and details as they occur.  (195 13-4)

      Timewise, this probing phase is minor - taking few

hours.

      Writing one sentence.  "When your purpose and main

idea are clear, you should...state them in a thesis

sentence, an assertion about the subject.  (195 14)" This

point on the critical path of writing represents a definite

closure experience - you have closed the first several hour



 

 

 

 

 

Wording                                        Theory W a105

task of writing.

      A following table provides a referenced title page

format - a lesson not universally stressed in English

composition.33 Keep the title page in mind.  It represents

 

your writing aim - page number one. 

 

____________________

 

      33 One college composition text suggests only the

title on the title page (66 492), thus missing the

opportunity to stress the importance of a strategy focus.



 

 

 

 

 

Wording                                        Theory W a106

 

Table B16 - Title page with strategic aim 

____________________________________________________________

 

.new                            begins a new page

.len 57a               (62 137) run alignment for printer

.new 3                           eliminates widow lines

.ind 14                  (60 268)

.top 2                   (60 271-2) (62 148) (66 510) (58 1)

                         (66 495) number 2 on 4th page

                         (66 63) begins with "2" on 2nd page

 

Theory W  page ---                                    runner

 

.end

.sin                     (60 167)

.dou                     (62 22,143,8) 

    << quote & bibliography wedges    (60 167)           ->>

<< paragraph & footnote  8 1/2"=85-15-10=60 11"=66-57=9  ->>

<<- centering wedges                                      >>

.14 .7 .13 (60 252+) .22 (66 492) 15 word paper title (62 23)

.10 for 1 - 1/2 inches

          THEORY W ORGANIZES ADMINISTRATION STRATEGY:

      BEYOND THE MATRIX AND FORMAL-FUNCTIONAL STRUCTURES

 

                            5 lines (199 125)

                        ______________

 

                            6 lines

 

.22 aim/audience (60 252 has.23) versus 3 inches chosen

           Aimed at documenting the strategy process

              experienced through several careers

                in scholarly dissertation form

                   for the earned degree of

                     Doctor of Philosophy

.40 author (60 252 has .41) versus 6 - 1/2 inches chosen

                              by

                           H.L.Otto

                         Atchison  KS

                        December  1990

                    Kensington  University

                        Student 267187

                         Glendale  CA

.57

Running head:                        50 spaces long (62 148)

.new                 can also be started from next file head

____________________________________________________________



 

 

 

 

 

Wording                                        Theory W a107

 

Note: T/Maker word processing code (193).

      a To maintain no more than 25 lines of text per

page, double spacing and six lines per inch printing are

required (62 137).

 

      Assuming you have written your title page or perhaps

several title pages for different subjects in your life, you

have proof that you are an aspiring writer with concrete

intentions.  This seemingly simple task is a well kept

secret in our strategy-aspiring culture.  The title page

represents the focus of the writer's untold hours of writing

work - the writing work which actualizes subsequent pages,

be they two, ten, one hundred, or one thousand.  Theory W

calls this writing focus "the center of the web."

      You have now taken aim - and if you haven't closed

your aim, your performance grade is simply, "No."  That does

not equate to failure.  The "No" represents the choice not

to have taken strategic aim.  The alternative of continuing

without initial focus risks (1) wasting time, and (2) not

developing a delimitation for what you want.  The latter

being most important.  The former identifing with the normal

failure of writing.  Thus an aspiring prolific writer's life

identifies with a strategy of refocusing "failures" - not in

"giving up."  The aspiring writer stands rightly accused of

wasting time when judged in reference to not focusing on

delimiting wants.  However, when judged in reference to

their own chosen way to their why, their "wasted" time has



 

 

 

 

 

Wording                                        Theory W a108

 

purpose and thus is not wasted.34

      A writing outline.  The previous table of third grade

writing advice whispered about an outline.  And now that an

initial idea of a Theory W set of work tasks has been

demonstrated in several previous tables, we can expand from

the initial structure and organize what can be seen as a

confusion of complexity.  The complexity of writing can be

seen as a major writing block.

      The result shows in the following table.  Note that

the purpose of the title page (more of a philosophy) differs

from the many and separate task (action) problems shown in

the table.  In the table, act numbers are added for use in

 

referencing an explicit organization structure.

 

____________________

 

      34 Professor Pigge, I think, was referencing this

"wasted" time when he said, "Its impossible to give

visibility to the time of thinkers."  Thinkers are

contrasted with "factory" workers who are timed into being

machines.  Thus the timing of thinking or learning can be

associated with turning humans into robotic machines.  This

overstates the fear of losing freedom as a result of being

timed, even by one's self.



 

 

 

 

 

Wording                                        Theory W a109

 

Table B17 - Initial dissertation outline 

____________________________________________________________

 

Act Verb     Descriptor     Noun

___ ________ ______________ ____________ ___________________

 

1   publish  Theory W       applications

2   earn     PhD            degree

3   quantify administration strategy

4   document individual     experience

5   document education      experience

6   document business       experience

7   research organization   structures

8   document scholarly      process

9   research writing        wisdom

10  create   title          page

____________________________________________________________

Note: Based on the table with title page information.

      Title development.  Many title alternatives tracked

the development of this dissertation.  The following are

ranked from the earliest.

 

      1993 - listening to OD head hunters -

                BEYOND MATRIX ORGANIZATION:

            THEORY W RAISES OUTPUT-INPUT RATIOS

         BY REENGINEERING THE FUNCTIONAL STRUCTURE

      1992 - a resume title, and a University title

      1990 - tied to LOCSH and taught Strategy -

                BEYOND MATRIX ORGANIZATION:

              THEORY W INCREASES PRODUCTIVITY

             BY LINKING TOP STRATEGY TO MEMBER

            JOB DESCRIPTIONS AND WEEKLY REVIEWS

      1989 application to the individual's life -

               FORMAL, INFORMAL, AND UNFORMAL

             ORGANIZATION OF ANY HUMAN ACTIVITY

                AS PRODUCTIVE WORK: THEORY W

      1988 stressing the organization of work -

             THE FORMAL, INFORMAL, AND UNFORMAL

               ORGANIZATION OF WORK: THEORY W

      1987 a pre- and post-test instrument -

                           FIRO-B

  1986 in a Higher Education Administration PhD program -

                       A CASE STUDY:

             THE EFFECT OF SHARED WORK INSIGHT



 

 

 

 

 

Wording                                        Theory W a110

 

             UPON GROUP INTERPERSONAL RELATIONS

         THEORY W:  THE VALID USE OF ORGANIZATIONAL

        FUNCTIONALISM IN RAISING OUTPUT/INPUT RATIOS

                 OF MEMBERS AND INDIVIDUALS

               BEYOND THE MATRIX ORGANIZATION:

        INCREASING FIRO-B PRODUCTIVITY BY SEPARATING

        AND QUANTIFYING THE PURE FUNCTIONAL STRUCTURE

    Runner: Strategized work optimizes worker performance.

                   July 1988 Columbus OH

   The formal, informal, and unformal organization of work:

                         Theory W

      The purposeful title page begins the complexity of the

writing process, seemingly complex because of the difficulty

of continued application of energy for the writing process.

Many composition texts offer advice.  The following table

provides a list of steps which focus "up" to the why of

writing and "down" to the way of writing.  The up and down

flow process of this strategy organization is designed to

change the world - as the top task of the table states.  And

world-change starts with just one sentence.  It is your

sentence - not the anticipation of some audience's need.

Worry now only about your need - the bigger audience will

come later.  Your one sentence title-page aim can now be

expanded.

      Rackham's writing steps.  As with the development of

previous tables in this section, the following table's list

is also "out of order" in reference to the author's view of

presentation.  Note in the reference column, the author's

order of presentation as signified by the page numbers in

the parenthetical references.



 

 

 

 

 

Wording                                        Theory W a111

      The why-way sequencing of the table presents a

strategy organization approach to the writing process.35

The writing strategy being the process, or sequence, of

moving from purpose, to the focused form, and then to the

implementation steps.  In other words, from the top

 

why-function down to the bottom implementation-way.

      Rackham suggests the following pattern of 35 action

items - nine items for pleasing one's self, and another

extra 26 action items for those writers who want to change

the world.  The extra work beyond pleasing one's self

provides the benefit of growth - both for the aspiring

writer and the world.

      Theory W helps in the functional documentation and

thus the investigation of a preceived pattern of human

action - writing in this case.  Thus the aspiring writer can

be advised to write about writing in order to witness their

 

understanding of the writing process.36

 

   To investigate means to pursue detail in such a way that

   you begin to preceive a pattern or association that

   suggests a reasonable meaning, a probable truth.

   (200 170)

      The following quote from previous matter bears

____________________

 

      35 Theory W purports to apply to any process or

organization.  Business strategy, for example, is the

process of moving from the organization mission, to the

supporting measured objectives, and then on to actualizing

the sequenced implementation steps.  A separate dissertation

expands the idea of a Theory W.



 

 

 

 

 

Wording                                        Theory W a112

repeating as an entrance to not only writing complexity, but

as a Theory W entrance into solving the complexity of

 

organizing in general.

 

    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)

      When complexity arises, many times the solution is

laziness rather than the "truth" of unblocking the

individual's progress of stepping up the list of writing

tasks.  The table below summarizes one set of complex

 

detailed advise for aspiring writers.

 

____________________

 

      36 Individual college faculty must witness the

ability to understand writing.  Some universities simply

promote the "publish or perish" tactic, but this does not

witness the faculty's ability to witness their understanding

of writing.  To write about their writing would be a better

in-service program - if the faculty wanted same - as if

writing about writing were not an educational necessity.  Or

if faculty willed that kind of program be initiated by

education administration since faculty cannot strategically

lead.  Theory W promotes strategic-leadership-structure use

by any member as the organized-work visibility-leader.



 

 

 

 

 

Wording                                        Theory W a113

 

Table B18 - Writing process as a sequenced list 

____________________________________________________________

 

To explain why to write, move up this list.

To explain how (the way) to write, move down this list.

____________________________________________________________

 

Verb-Descriptor-Noun Task                           Citation

____________________________________________________________

 

reorder world pattern                              (200 232)

infer conclusions                            (200 119,254-5)

digest information results                         (200 402)

  edit 7manuscript itemsÆaæ                       (200 262-76)

  list paragraph parts                             (200 154)

  edit who/which/that                               (200 56)

  edit adjectives/adverbs                         (200 57-8)

  shape list flow

       (200 46,79,147,88,239,48-53,308,15-9,67-70,96,414-25)

   eliminate redundancy                             (200 55)

   edit simple action                       (200 101,211,56)

  combine 8scene elementsa                        (200 92-5)

  answer 5w+6 leada                     (200 139,93-7,203-6)

report stoic objectivity                           (200 134)

 grasp reasoned observation                        (200 118)

 ware critical reading                   (200 301-5,51-2,66)

 test 4c observationa                            (200 125-7)

 ware critical thinking                         (200 289-98)

 acknowledge human complexity                       (200 83)

 understand 7 perceptionsÆaæ                       (200 232-8)

 ware time schedule                                (200 388)

state further focus                              (200 246-8)

cite prim/secon materials                          (200 185)

quicken daily writings                            (200 43-4)

prep fact collection                            (200 128-31)

restart normal failures                             (200 41)

please your self                                    (200 26)

create biased images                                (200 22)

investigate probable truth                         (200 170)

report entertaining objectivity                    (200 135)

vary rhythm pattern                           (200 209,12-7)

report 1st-person objectivity                      (200 136)

focus common intelligence                           (200 76)

develop natural voices                              (200 33)

wake five senses                                    (200 16)

provide energy

____________________________________________________________



 

 

 

 

 

Wording                                        Theory W a114

 

To explain why to write, move up this list.

To explain how (the way) to write, move down this list.

____________________________________________________________

Note: Above indentation only begins to explain the

interconnections of tasks.  Writing rather stresses

linearity in application.

      aDetail needed to be noted.

      Too few writing steps.  One could argue that the above

table's writing tasks simply boil down to (1) focusing the

imagination, (2) selecting the facts, and (3) intrepreting

the results (200 175-8).  Unfortunately, these steps are

probably too far apart to help one reach the higher life

levels of even pleasing one's self.  And definitely not

considering attempts to reorder world patterns for the

better.  The importance and complexity of a writer's

explicit strategy statement should not be understated.

Theory W organizes writing actions as well as organizing (1)

any individual action structure, (2) a group of two, or (3)

 

very large group activity.

 

Table B19 - More structured writing advice 

____________________________________________________________

 

Act Verb       Descriptor     Noun          Nxt Ref ? Whrs

___ __________ ______________ _____________ ___ ___ _ ____

50  reorder    world          pattern       99  B12 n

31  publish    theoryW        applications  50  B13 n

46  edit       final          draft         31  B7  n

68  understand 7              perceptions   46  B12 n

42  choose                    audience      68  B7  y

32  earn       PhD            degree        42  B13 n

33  quantify   administration strategy      32  B13 y

34  document   individual     experience    33  B13 n

35  document   education      experience    34  B13 n

                                                   Continued

____________________________________________________________



 

 

 

 

 

Wording                                        Theory W a115

 

Continued

____________________________________________________________

 

36  document   business       experience    35  B13 n

37  research   organization   structures    36  B13 y

38  document   scholarly      process       37  B13 n

02  plan       story          ending        38  B10 n

04  set        beginning      scene         02  B10 y

18  write      first          paragraph     04  B10 n

39  research   writing        wisdom        18  B13 n

40  create     title          page          39  B13 y

43  focus                     form          40  B7  y

20  write      "why"          aim           43  B10 y

41  focus                     topic         20  B7  y

17  entitle    purposeful     main-idea     32  B10 n

19  attain     writing        objectives    17  B10 n

09  end        dissertation   work          19  B10 n 1866

12  revise                    work          09  B10 n

10  ask        listener       advice        12  B10 y

45  do         several        redrafts      10  B7  n

79  vary       rhythm         pattern       45  B12 n

76  create     biased         images        79  B12 n

58  eliminate                 redundancy    76  B12 n

53  edit       7manuscript    items         58  B12 n

55  edit                      whoWhichThat  53  B12 n

56  edit                      adjAdverbs    55  B12 n

82  develop    natural        voices        56  B12 n

59  edit       simple         action        82  B12 n

71  cite       prim/secon     materials     59  B12 n

44  do         first          draft         71  B7  n

60  combine    8scene         elements      44  B12 n

61  answer     5w+6           lead          60  B12 n

08  write      linearity      trip          61  B10 n

07  write      say3summary    sentences     08  B10 n

06  write      say2detail     sentences     07  B10 n

05  write      say1topic      sentences     06  B10 n

54  list       paragraph      parts         05  B12 n

83  wake       five           senses        54  B12 n

57  shape      list           flow          83  B12 y

81  focus      common         intelligence  57  B12 y

78  report     entertaining   objectivity   81  B12 n

51  infer                     conclusions   78  B12 n

62  report     stoic          objectivity   51  B12 n

80  report     1st-person     objectivity   62  B12 n

65  test       4c             observation   80  B12 n

63  grasp      reasoned       observation   65  B12 n

21  write      theoretical    facts         63  B10 n



 

 

 

 

 

Wording                                        Theory W a116

 

52  digest     information    results       21  B12 n

66  do         critical       thinking      52  B12 n

14  render     literature     review        66  B10 y

64  do         critical       reading       14  B12 y

73  prep       fact           collection    64  B12 y

16  write      last           paragraph     73  B10 n

13  develop    strategic      lure          16  B10 y

03  make       story          map           13  B10 y

15  critique   analogous      works         03  B10 n

70  state      further        focus         15  B12 n

77  test       probable       truth         70  B12 n

72  quicken    daily          writings      77  B12 n

69  view       time           schedule      72  B12 y

74  restart    normal         failures      69  B12 y

67  admit      human          complexity    74  B12 y

75  please     your           self          67  B12 y

00  think                     ideas         75  B10 y

____________________________________________________________

Note:  was deemed redundant, NeXT replaced PREceeding,

REFerence replaced FROM, WHO was all hlo (the author), "?"

replaced DONE representing Yes No Mu & Routine, and HouR

replaced WholeHouRS.  A first attempt was accidently erased,

the second attempt resulted in more linearity.

      The NeXT structure associates with left to right and

top to bottom English composition training.  When manually

structuring, the ultimate-why places at the top of the data

base and is given the 99 next.  At the end of the list, the

action which is not used as a next is given the 00 act

number.

      The dissertation hours cumulate form third quarter

1989 per the early tables in this appendix.

      Further focus.  In the process of closing the learning

about writing phase for this dissertation, the writing phase

of "further focus" came to reality.

      The mass of research notes in different forms became

formidable.  Thus there came a time for catharsis, for a

pulling together and getting a grip on the whole thing for

definite delimitation.  "Enough is enough" - the time for



 

 

 

 

 

Wording                                        Theory W a117

closure is at hand - the loose ends must be defined for

completion at another time and under a different and more

probable strategy.

      The above table has remaining work tasks for the

author.  The table bases upon the total complexity of the

foregoing tables and brings forth the tasks which demand

time and energy.  Thus a certain focus comes forth from

perhaps an ever growing complexity.

Notes 

      Put your need first.  What you want from the process

of writing can change your life and the life of others.  The

task of changing the world receives top priority in the

foregoing table as act 50.  And changing the world begins

with your writing.

      The writing process is thus designed to change the

world starting with just one sentence.  That one sentence is

a sentence which expresses your need - not, for example, the

anticipation of some audience's need.  If your need and the

audience's need somehow fit, so much the better.  From the

foregoing table the task of the one sentence can be seen as

act 20.

      In summary, worry now only about your need - the

audience will come later.  Thus notes begin with a sentence

expressing the need of the author.

      Adding other sentences.  Time is essential for writing



 

 

 

 

 

Wording                                        Theory W a118

- if you cannot set aside time to write, yet want to, you

are not in control of your time.  You need to learn

elsewhere about controlling your time and your life.37

Then come back to the task of adding other sentences to your

aim sentence.  Additional sentences eventually take the form

of paragraphs - notes also take the form of paragraphs.

      Notes as a proof of scholarship.  A previous section

referenced the thought of the first scholarship in our

modern world linked with notes in the margin of the

particular book being studied.  That thought carries into

the large margins of today's school texts.  For students

wanting to note a curiousity or comment, space theoretically

 

exists in the large margin.38

 

   Both students and teachers would find their lives easier

   if college and university education focused more

   explicitly on how to read, ranging from the physical

   (e.g., speed reading, how to read without mental lip

   reading, etc.) to the spiritual (how to make sense out of

   texts).  (209 20)

      The process of understanding and being able to use the

 

____________________ 

      37 Alan Lakien's "How to control your time and your

life."  Original hard cover edition.

      38 The author's college students structure a

notebook which "pays" for the explicit display of student

thoughts resulting from each chapter.  Unfortunately, most

students choose to copy direct from the text - they still

have not grasped the essence of scholarship and wisdom.

They are trained to be "vocational" - to be a memory

machine, rather than develop personal wisdom.  Their choice.

As a result, their course passage and degree may not reflect

an appreciation of scholarship.  The students are in school

- yet are not scholarly curious nor choosy, as in being

scientifically critical and just plain questioning.



 

 

 

 

 

Wording                                        Theory W a119

 

   content of a book or article can be speeded up immensely

   if the reader first attempts to get hold of the argument.

   The argument can often be discerned through reading some

   combination [of] book reviews, book jacket, table of

   contents, preface, introduction, conclusion,

   introductions and conclusions to particular chapters or

   sections, along with general flipping around in the book.

   In from five to twenty minutes.  (209 21)

      In reading, research, and lectures, you should be

   looking for problems, contradictions, and difficulties:

   statements that contradict one another, ideas that seem

   confusing, fuzzy, or incomplete, facts that don't make

   sense or that conflict with theories, etc.  Contradiction

   can be a consequence of mere unclear expression or

   laziness.  But, more significantly, contradiction can be

   a sign of the weak points of a thought structure, of

   unanswered questions, of the limitations of a model, of

   the issues which most require elaboration and

   investigation, of the inability of assumptions to account

   for things that need to be explained....  Contradiction

   can be, as dialectical thinkers have always argued, a

   property of reality itself.  (209 21-2)

      The above quotes are referenced using parenthetical

style.  When "noting" in a margin of a text, the reader's

study obviously relates to that text as a source.  When

creating "notes" in a notebook, the "writer" many times

disregards reference of the source - scholarship slips.  And

for the reader who does not write thoughts at all, the

spirit of the first scholarship falls to memory rather than

 

the skill of wisdom.39

      Notes as a tool for school study.  When studying a

topic of science, many recognizable pathways exist.  For

 

____________________

      39 In a prior section of the appendix, the

residences of wisdom were established as artifacts, minds,

myths, and libraries.



 

 

 

 

 

Wording                                        Theory W a120

example, when studying psychology the pathways are

psychoanalytic (Freud), behaviorism (Skinner), humanism

(Maslow), cognitative, and eclectic.

      Likewise, the study of the notetaking topic also has

pathways of learning.40 The learning brain has astounding

power and capacity along with its limitations.  Thus the

brain needs assistance - including notes which provide for

faster cognition then linear reading.  Linear reading takes

one thought and follows it with another, in a single traffic

lane of thoughts.  Linear reading as a single lane of brain

traffic many times becomes stalled.  To avoid specific

stalls and to move brain traffic faster, linear reading can

be complimented and supplemented by preparation notes which

are multi-directional and better suit the brain's desire for

interconnectedness and quickness.  Linear-reading

preparation notes are constructed before the linear reading

takes place.  Many preparation-notes suggestions exist -

thus the linear reading of the suggestions can be seen in

 

need of preparation-notes.

      Preparation notes for the study of notetaking.  For

quickness and interconnection, the brain does not want

sentences and grammer.  The brain can provide its own

 

____________________

 

     40 Learning consists in understanding and

remembering physical or mental experiences for future

actions which benefit the learner.



 

 

 

 

 

Wording                                        Theory W a121

"filler" - thus preparation notes skim many linear-reading

 

pages.

 

Table B20 - Essentials of study-reading preparation-notes 

____________________________________________________________

 

PREREQUISITES

positive assertive idea about what you want to do

awareness of cognitive (learning) ability

evaluate your learning process (megacognitive)

PHYSICALS

15 minutes of prep-notes = a more productive reading process

3-ring college-ruled paper

never study without a writing or highlighting instrument

memory is a system of interconnections

MECHANICS

prep notes on left using "white space" to organize

class lecture notes on right in paragraph form

linear reading notes on right

reflection notes from class & reading in para form

review prior prep-notes before future preping

computers are not friendly enough for prep-notes

METHOD

preview topics & subtopics - 1st para & 1st sentences twice

                           - conclusions & summaries thrice

                           - read aloud

                           - brainstorm on paper

review entire contents relative to the next test

diagram difficult material - including "space writing"

                           - 3x5 cards offer flexibility

attend lecture then thoroughly read the topic material

interact with lecturer even if only on paper

SQ3R SQ4R

READING

review the preview notes

highlight or circle key words - interconnect circles

use a focus card or your finger

read difficulties aloud and talk back to the author

speak aloud before writing notes

REINFORCE

write reflection notes & a practice essay

restate key ideas, definitions, and questions

                  - on a non-cramming basis

                  - in your own words

                  - on a recorder

create & use flashcards



 

 

 

 

 

Wording                                        Theory W a122

 

"mind draw" ideas from recall, recorder, etc.

create oral testing situations

____________________________________________________________

Note- W.Pauk "How to study in college."  Cornell system for

taking notes.

    - J.McIntyre (1987) "Learning style analysis (3rd ed)."

    - J.McIntyre "Timely tips for adult learners."  In

bookmark form.

    - J.McIntyre (14 Sept 1991) "Studying."  A two hour

lecture at Kansas City Community College. 

    - Myers (1991) "Exploring psychology." SQ3R.

    - T.Walter & A.Siebert (1987) "Student success: How to

succeed in college and still have time for your friends

(4th ed)."  Chapter 6 - Learning more with less time and

effort.  New York :Holt, Rinehart, Wilson.  SQ4R on pp.80+

    - H.Otto "Personal library folder 8."  The expert

student.  Also see the Expert Student Workpaper System -

folder 108.

 

Table B21 - Theory W version of prep-notes essentials 

____________________________________________________________

 

Act Verb       Descriptor     Noun

____ __________ ______________ _____________

 

 1   organize   delimited      information

____________________________________________________________

Note: This act number is timed, the detailed acts in the

previous table are not timed.

      The topic of bridge as a card game provides an example

of delimited information.  A separate appendix provides the

study-reading preparation- and reinforcement-notes for the

topic of bridge.

      Purpose of notetaking.  History places the proof of

scholarship with the margin note.  English composition



 

 

 

 

 

Wording                                        Theory W a123

places emphasis on individual thoughts through the notecard.

Writing places the proof of scholarship with the connection

of notes to their source - other people.  Thus wisdom builds

from history, through critical reading, through notes,

through writing, to the placement of the writing into the

"home" of wisdom - the library.  A subsequent section

pursues the thought of a personal library.  Here we pursue

the strategy of scholarship.  Why "take notes throughout

your composing...?  (66 9)" The answer - "so that you can

begin dealing with them instead of the whole text.  (66 9)"

 

The old "divide and conquer" addage applies here.

 

    You may get to a point where much evidence seems to point

   in a certain direction without being conclusive.  That is

   the place where you can enjoy your "free country" and

   express your opinion.  (209 23)

      The use of footnotes will appear easier if you think

   of yourself as part of a community of scholars,

   investigators, or knowledge-seekers (and you really are).

   (209 23)

      Written notes document scholarship - the harnessing of

many thoughts.  Eventually a steering of harnessed thoughts

toward some purpose takes place - a future section pursues

the use of wisdom to argue toward conclusion.

      Here we pursue the strategy of harnessing many

thoughts.  We are born with strategy - almost as soon as the

two year old individual can talk, they simply want to know

why.  If facilitated they will develop the rational why for

their actions - via choice.  Purposeful leadership results



 

 

 

 

 

Wording                                        Theory W a124

from that type of facilitation.

      Electronic notetaking has advantage and disadvantage.

Current composition texts do not yet deal with the how (the

way) of computerized notetaking (66 453-5).  Personal

experience suggests the action of simply typing into a file

what would normally go unto the notecard.  The problem comes

in arranging the notecard-sized paragraph blocks with the

computer.  The computer does not provide the flexibility of

a stack of notecards.  Thus some form of multiple block

viewing and rearrangement technique must be mastered within

the limitations of the writer's software.

      The advantage of computerized notes comes in the

challenge to easily put the captured ideas into a styled

format which closes to some objective purpose.  One example

 

takes form as a purposeful title page -

 

              NOTES AND THOUGHTS ON THE WORKS

            OF JOSEPH CAMPBELL: THE MYTH MASTER

                   An essay submitted to

                  whomever shows interest

                 in weaving the fringes of

                          Theory W

      The writing of the notes ties into this one sentence

purpose.  Computerized note-taking also practices styling

discipline and has the potential of providing a finished

piece of writing in less time.  Those pieces of note-work

can provide a lasting collage on which can be based further

personal and career growth.



 

 

 

 

 

Wording                                        Theory W a125

      However, any lasting collage must have reference to

world wisdom, thus note-works must be cited.

Some mechanics before style 

      Just as the above table differentiated some mechanics

for the study-reading process, there are mechanical

considerations for writing - especially electronic writing.

Beyond typing skills, the writer must understand the machine

and the software.  Then within that hard and soft domain

there are seemingly unlimited options which must be

delimited through rational choice so that consistency and

effectiveness may be served.  Some of the mechanical

delimitations follow.

      Citations.  Reliability associates with the printed

word.  Evidential differentation sorts fact from opinion

(62 459).  Factual information then provides the fuel for

critical thinking - the product being new, renewed, or

different ideas.

      Source documentation (62 458) validates consistency

with the previously printed matter related to the topic's

key words.

      A research paper involves citations (60 111) and

citations support rigorous writing.  When writing rigorously

one should (1) be able to reference a source for a specific

purpose, (2) document the citation, and (3) subsequently not

have to reference that source again for that purpose.  This



 

 

 

 

 

Wording                                        Theory W a126

fits with the assumed purpose of the AACSB strategy capping

course philosophy, thus should be evidenced in all college

papers.  "In studies that involve relatively lengthly

reviews of literature, the footnote-bibliography format has

a distinct advantage over the references-cited format...

(199 43)" Refers to page turning especially with microfilm.

Since term papers are short and not microfilmed, the

complementary bibliography is not necessary.  (199 43)

      Parenthetic citation permits short supplementary

footnotes and uses an Arabic numerical to indicate one or

more (62 463) works cited (62 462).

      American Psychology Associaton (APA) adds the date

dimension to the above referencing.  The reference format

(62 467):  author, date, part/article title, book/periodical

title, editor, edition, volume/series identification, place

and shortened publisher, and page numbers.

      The works cited section follows any substantive and

bibliographic notes - the bibliography section lists works

 

not cited (62 489).

 

      Bibliography listing               (60 13)

                                         (62 28,118-9,45)

                                         (66 466 sin & dou)

                                         (60 167 single)

      Bibliography overrun indent changes to four spaces to

match the quotation indent (199 44).

      Electronic bibliography more obviously fits into the



 

 

 

 

 

Wording                                        Theory W a127

current wave of computerization because of database

characteristics.  We can easily picture a list of works

listed in a file especially when each entry simply takes on

a number from one.  A simple sequentially numbered

works-cited list makes the same sense.  If required, a final

alphabetical list can be renumbered from one and the

 

parenthetical references in the text changed electronically.

 

      Parenthetic citation is gaining ground...[and]

   recommended...by the Modern Language Association.

   (66 463)

      Parenthethical references are now commonly

   recommended.  (60 12)

      A good reference includes information on (1) author,

(2) date, (3) title, (4) aide, (5) extra information, (6)

city, state, and publisher identification, and (7) page

numbers (66 467).  The date in second place stresses the

importance of current information.  Each author receives

double initials.  Extra punctuation and spacing falls away

by using (a) fusing normal initial and name flow, (b) date

parentheses as punctuation, (c) no period on standard

abbreviations, (d) standard capitalized state abbreviations,

and (e) right-justification of the colon.  Thus

computerization designed to double space after sentence

enders (.and :) will be neutralized yet the advantages of

automatic alignment can be used.

      Another format recommendation concerns indention.

      Indention.  Analysis of several styling sources



 

 

 

 

 

Wording                                        Theory W a128

indicates that a 3+3 scheme of indentation provides a

universal fit within the context of the many options shown

 

in the following table.

 

Table B22 - Indentions for writing composition 

______________________________________________________________

 

Indent application Sourced recommendation

__________________ ___________________________________________

 

paragraphs         (62 138 and 66 63 indent 5)

                   (66 520 indents 5-10)

                   (60 247 indents 6-8)

                   (199 131 indents 8)

quotes             (66 343-4 indents 10 plus 3 for new para)

                   (66 343 indents 10 plus 5 for new para)

                   (62 141 indents 5 plus 5 for new para)

                   (60 70  indents 4 plus 4 for new para)

                   (199 131 indents 3 plus 4 for new para)

references         (66 463 indents 3)

                   (66 467 indents 5)

                   (62 145 indents 3)

bibliography       (60 174 indents 5 plus 4 for new paragraph)

                   (199 44 indents 4)

enumeration        (60 36  indents 5)

footnotes          (62 138 and 66 489 indent 5)

                   (60 249 indents 6-8 equal to paragraphs)

abstract           (62 144 indents 0)

glossary           (60 267 indents 5)

contents           (199 3 indents 2 for all levels)

table              (62 93 indents 3 between columns)

poem               (60 70 indents 4 for 1st line overflow)

______________________________________________________________

Note: Scheme of 3 + 3 chosen for this dissertation.

      The same tab setting of six spaces will be used for

 

paragraph and footnote indention.



 

 

 

 

 

Wording                                        Theory W a129

 

Section B3 - Writing as a life style 

 

      Writing style

      Composition with a stated style

      Editing the first draft

Writing style 

      Style can be defined as elegant, fashionable, or a set

format of mechanics - among many other meanings (202 sv).

Beyond any one meaning of writing style, a personal

understanding of one chosen form eventually comes to

priority.

      Understanding form should not be a matter of joining

with a particular school or camp - rather, a style format

should be chosen based on empiric reality and explicitly

stated reasonable rationale.  Take the table of LOCSH

exploration of writing for illustration.  It demonstrated

that flexibility exists in the world of style.  In addition,

a certain loosening of style rigidity can be encouraging to

 

a student of writing -

 

       Study of the style manuals of many graduate schools,

   and suggestions made over the years by persons guiding

   the preparation of theses, have indicated a growing

   liberalization of the rules that govern style and format.

   (199 preface)

      Kensington University recommends Turabian style (60)

but also allows alternates (62) (199) (256).

 

      The investigation of style builds from several ideas.

 

       To investigate means to pursue detail in such a way

   that you begin to perceive a pattern or association that

   suggests a reasonable meaning, a probable truth.



 

 

 

 

 

Wording                                        Theory W a130

 

   (200 170)

      Human investigation can be observed in a baby's

curiosity and with the two-year old child and their "why"

mentality - seemingly perpetual curiosity at the beginning

of the human lifetime.  Then we "grow them up" and their

common sense reasoning seems to generally decline - perhaps

 

through association with lazy thinking in the world.41

      All effective learners can provide personal examples

of their being deceived by the multitude of myths in their

culture.  Effective learners and educators properly place

myths in perspective together with logic, empirical reality,

and the respect of another's right (choice) to be "wrong."

Writing style can and should be developed to suit the

 

individual.

 

      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)

      Scholastic study.  So what is the truth about the

details and consequences of writing style?  The literature

indicates a conglomerate of complex details.  Perhaps the ____________________

 

      41 The world includes education which then further

includes parents, relatives, neighbors, and all levels of

education and employment.  Too often educators ignore

empirical reality and perpetuate myths.  An example among

many:  "Tell...that new-born babies are brought by the

stork.  He [the learner] hears only the distorted part of

what we say, and feels that he has been deceived.(196 vii)"



 

 

 

 

 

Wording                                        Theory W a131

aspiring prolific writer can best proceed by choosing a

scholarship approach.42 The time for scholarship

development is "the sooner the better" and for encouragement

"its never too late."  Non-scholarship short cuts carry a

 

greater risk - just like life.

      One universal writing style? Not so much that their

exists one universal structure for writing success - rather

that the prolific aspiring writer develop an individual

rational success style through time expenditure.  Then that

style, if argued successfully, and scholarly referenced, may

become part of the universal structure as well as the

writer's own instrument of good feeling.  An alternate to

the study of writing style is to simply choose one style and

"be done with it."  That however is not scholarly - it is

rather a biased selection versus a broader perspective which

encourages the development of unique human potential.  In

 

either case -

 

       The student...must adopt one system and follow it

   consistently...

      Structuring writing success.  For centuries, sages

have attempted to portray their universal structure of

writing success.  The collection of that writing wisdom

appears in texts which continue to attempt the combination

 

____________________

 

      42 See previous section - Notes as a proof of

scholarship.



 

 

 

 

 

Wording                                        Theory W a132

of particular success characteristics of individual writers.

This writing "science," if succinctly documented, provides

the jumping-off point for aspiring-writer enjoyment - I

repeat, only a jumping platform for diving enjoyment.

      Thus the building of a jumping platform becomes the

first task of enjoyable writing - a platform structure tied

down firmly to past wisdom.

      Different texts represent different views of writing

wisdom.  These different schools of thought represent bias -

bias, not for rigidity, rather bias presented for use by the

developing aspiring writer.  Recognize that the caste of any

particular bias exists against the want for individual

scholarship development, and specifically against the

 

freedom of chosen expression.

 

       In the adult, according to the Oriental view, these

   [individual wants] are quelled and checked by the

   principles of dharma, which, in the classic Indian

   system, are impressed by the training of his caste.  The

   infantile "I want" is to be subdued by a "thou shalt,"

   socially applied (not individually determined), which is

   supposed to be as much a part of the immutable cosmic

   order as the course of the sun itself.  (197 21)

      The problem of mankind today...is precisely the

   opposite to that of men in the comparatively stable

   periods of those great co-ordinating mythologies which

   now are know as lies.  Then all meaning was in the group,

   in the great anonymous forms, none in the self-expressive

   individual...(197 22-3)

      Beyond one writing school.  There can be personal joy

in the accomplishment of growing beyond any one school of

wisdom, as if any one school of wisdom was really true



 

 

 

 

 

Wording                                        Theory W a133

wisdom.  Truth can become apparent by integrating various

schools of thought.  Thus a final rite of passage in decreed

scholarship could or perhaps should recognize and use the

thought from several schools of writing.

      Referencing begins scholarship.  No matter what set of

wisdom the aspiring writer chooses, the referencing of that

chosen wisdom provides the cement for a strong and lasting

jump platform.  If the platform provides personal enjoyment

and satisfaction, it will have been constructed by personal

choice.  Thus adequate educators need only provide models of

writing wisdom with references.  The student then can be

challenged to choose - and the choice respected.

      A particular school of thought, however, may not

accept particular references of other schools, nor the

 

practice of other schools.

 

       Then all meaning was in the group, in the great

   anonymous forms, none in the self-expressive

   individual...(197 22-3)

      Audience "participation".  "The self-expressive

individual," in order to interface with any quasi-rigid

audience, best references the past wisdom which was

successful with that group - especially the favored

information directly related to the specific audience in

question.  Thus the audience can easily identify with

familiarities.  Further, any writing must be in attractive

form to be read by that one specific audience.  On the other



 

 

 

 

 

Wording                                        Theory W a134

hand, the audience must not master the individual - rather,

by choice, the individual first develops the

self-satisfaction in their style.  Self-development will

thus challenge the bias, myth, and lazy thinking of writing

style and composition as well as any other future topic.

      One chosen style.  The development of this

dissertation's style is documented along with the citation

of many alternates in several preceeding and several

following tables, plus other incidentals.  This represents a

writer's personal scholarly choice in forging a prolific

personal writing style.

Composition with a stated style 

      Electronic writing.  The topics of note taking, note

headings, and referencing of those notes have been

previously introduced.  When constructing a written work, a

separate list of references definitely offers more

convenience if documented as a computer application.

Likewise, the relative ease of integrating notes, revising

text, and updating contents, makes computer application even

more attractive.  Yet, even with obvious advantageous

computer applications, educators in general, still seem

inert to the promotion of just-plain enjoyable writing,

separate from taking on the challenge of integrating the

computer with enjoyable writing.

      Many educators do not write and more do not use



 

 

 

 

 

Wording                                        Theory W a135

computers - therefore the promotion of writing on the

computer is meager at best.43 Perhaps the computer,

properly organized, can help make writing "just-plain,"

acceptable, and therefore enjoyable.

      Promise lies in the college computer centers where

universal forms and standard instruction could offer an

excellent potential for, at least, eliminating most style

barriers.  Computers can provide sensible style integration

if faculty would encourage the development of "computer

 

aided writing."44

 

      As a college-educated person, you will inevitably have

   to become familiar with computers in your work.  As a

   college writer, meanwhile, you probably have access to

   word processing facilities on your campus.  (66 533)

      The potential of the facilities, however, is too broad

and many times intimidating for students.  Students rather

need specific direction - in style format as a first

instance.  Software code should be prepackaged to suit the

particular want of the school and in the case of West

 

____________________

 

      43 The Fielding Institute PhD program required the

use of a computer with electronic data transfer capability

beginning in 1987.  That philosophy - the application of

high technology to an ageless writing challenge can be seen

as attractive.  This dissertation responds to the writing

challenge only in partnership with the application of

computer technology.

      44 Interested college workstudy students have make

able progress - especially when they are permitted to pursue

their own interests.  One college composition text speaks

directly to the student.



 

 

 

 

 

Wording                                        Theory W a136

Virginia, the state system had a standardized set of "free"

software packages.  Thus all faculty could reinforce the

particular writing style of their particular school.  The

author, for example, provided computer tutoring for

interested Concord College undergraduate students and

prepared a course for Concord's Elder Hostel summer program.

      Beginning composition.  In a previous section, the

"rubber met the road" with the title page format which

incorporated the writer's strategic aim.  As the aspiring

writer "motors along" with computer writing, the strategic

aim should appear at the top of each chapter file as a

"runner" - that's the "final destination" of the writing

journey.  And each integrated note "card" put into the

chapter file, having a heading assigned, should form a

logical thought flow in support of that strategic aim.

Reading the work's contents as an outline should verify the

logical thought flow.

      Further notes, with their headings, are integrated

into the work.  Beginning with the strategic title page, the

first note "card" integration, and every further note

integration and rewrite, can be linked to the initial aim of

the work.

      Detail about contents generation.  Using the

computer's line copying ability, page through each text

file, copy the underlined headings to the bottom of the file



 

 

 

 

 

Wording                                        Theory W a137

- right under the text continuation link to the next file.

If you have an outline, insert it as you need it.  The

writer can now integrate the two views using the computer's

frame or window ability.  The original outline headings will

not have underlinings, thus the writer can distinguish which

headings already have written text, from the headings for

which text needs to be written.

      The updated file outline can then be copied from the

bottom of that file to a table of contents file.  Repeating

and reversing this process facilitates the way to the final

draft - a lot of work hours, yet a lot of accomplishment

satisfaction also.  For example, the files for this

appendix, each with their own outline, began as the

 

following scheme -

 

      wording.ewp - the print control file

                  - changed to 0.ewp = base file

                  - final scheme (b 0) etc.

            c.ewp - table of contents

            1.ewp - chapters later changed to sections...

           2a.ewp - Split because of computer

           2b.ewp -    file capacity limitations.

           3a.ewp -

           3b.ewp -

            4.ewp -

            5.ewp -

             .ewp - changed to .ab = Appendix B

      With literal notecards, the sorted notes take the

place of the immediately needed computer table-of-contents

file.  The following table presents a contents file of this

file - rewritten several times.  Note that the aim and other



 

 

 

 

 

Wording                                        Theory W a138

chapter titles provide the "window" to the related text -

for those who do not have window software.

      Remember that each paragraph or set of related

paragraphs needs a title which fits into the table of

contents.  Thus the essence of computer writing centers with

the table of contents' phrases, each of which is a

"paragraph title."  Paragraphs in the aforementioned sense

includes tables, figures, illustrations, appendicies - the

whole-paper parts or headings.

      A table below lists "standard" headings.  Another

table below formats a table.  And yet another table below

formats footnotes.  These tables add formal definition to a

writing style.  Now on to composition.

      Composition contents.  Any writing beyond the audience

entertainment purpose ("please your self" of a previous

table) should have a list of contents - a simple roadmap for

the ensuing trip.  Being respectful of your readers, do not

hide the content of your writing.  Sophisticated readers use

the table of contents to choose what they want to read -

much unlike an entertainment novel.  The table of contents,

in a sense, references pathways into your writing - a

further sign of scholarship.  An index simply arranges the

table of contents alphabetically and expands the reference

"headings" (also called key words).

      Heading thoughts must flow from one heading to the



 

 

 

 

 

Wording                                        Theory W a139

next.  "Non-flowing" but important information or

connections are relegated to footnotes or appendicies.  The

 

following shows the flow of this file.

 

Table B23 - Contents 

____________________________________________________________

 

      Appendix B - EVER ONTO ELECTRONIC WRITING       (b 0)

       Aimed at a well-bred dissertation process and

         the encouragement of scholarly expression

              in the aspiring prolific writer

            Section B1 - A subject out of failure     (b 1)

            Section B2 - A chosen strategy           (b 2a)

            Section B3 - Writing as a life style     (b 3a)

            Section B4 - Wisdom stands as arguable    (b 4)

            Section B5 - A personal-life library      (b 5)

            Section B6 - Journaling                   (b 6)

Section B3 - Writing as a life style     (b 3a)

Writing style

      The investigation of style

      Scholastic study

      One universal writing style?

      Writing success structure

      Beyond one writing school

      Referencing begins scholarship

      Audience "participation"

Composition with a stated style

      Electronic writing

      Beginning composition

      Composition contents

Table B11 - Contents                                 (b 3a)

Table B12 - Heading levels

Table B13 - List of possible headings

____________________________________________________________

Note: The contents list is constructed before, after, and

in-between composition.  When periodically copying to update

simply blank-out the underlining symbols (done above) and

the initial sentence words (done above), then page-number

the headings45 (not done above) for the finished table of

contents.  Also copy the table headings for the list of

tables - then eliminate the table part of the table heading

for the table of contents (done above).

 

____________________

 

      45 All headings are, in the end, copied and

paginated from the final text.



 

 

 

 

 

Wording                                        Theory W a140

 

Table B24 - Heading levels 

____________________________________________________________

 

Level Description (62 65-7)

_____ ______________________________________________________

 

      all underlined for contents pickup

1     all capitals centereda                (66 73) (199 9)

      fewest capitals to the left marginb   (60 11 bold)

2     "Chapter -," "Section -,"

3     major headingsc                       (60 10 italics)a

4     indented six spaces

____________________________________________________________

Note: In structuring the text levels, the golden rule

followed was the action to eliminate redundancy (200 55).

Bold and italics are relegated to the publisher.

      a Used to setoff title from the purpose.

      b Capitalize only the first word consistent with APA

exceptions (62 58).  Used level 1 for chapter headings (199)

to release another level.

      c First level of (60 11).

 

Table B25 - List of possible headings 

____________________________________________________________

 

LEFT UNDERLINED

copyright                                (199 1)

abstract (after glossary 60 8)           (62 23,148) (58 70)

approval                                 (199 1)

acknowledgements(assistance,permissions) (60 3)

preface [context]                        (199 1) (60 3)

 study motivation, project background,

    research scope, paper purpose        (60 3)

 style variants                          (60 8)

contents with tables and figures         (199 3) (60 3)

 tables                                  (199 1) (60 82)

 table head @ top vs fig head @ bottom   (60 256-7)

 figure captions separate from artwork   (62 154) (199 1)

 illustrations (before tables 66 1)      (60 99,255)

abbreviations                            (60 1)

glossary                                 (60 7)

part title page                          (60 9)

chapters                                 (62 149 not .new)

 the lead                                (156 65)

-introduction (importance, validity)     (199 1) (62 24)



 

 

 

 

 

Wording                                        Theory W a141

 

 relation to whole problem               (199 9)

-hypotheses

 problem statement vs study purpose      (199 6)

 delimitation analysis specification     (199 6)

-general discussion

 theoretical framework (who & when)      (199 6)

 related research and professional literature      (199 6)

-original research design                (199 6)

 experiment 1                            (62 155)

 experiment 2 (reduces following 1 level)

-method, stat techniques, data, tools    (62 25,149)

 nonevaluative analysis of dataa         (199 7)

 evaluation of problem solution          (199 7)

-study resultsb                          (199 6) (62 27,150)

-discussion of data                      (62 27)

 suggestions for further study           (199 7)

-summary                                 (199 1)

recommendations

conclusions                              (62 156)

the ending                               (156 77)

appendix A                               (199 1) (62 28,145)

 tabulation of data                      (199 6)

endnotes if computer cannot place in text        (60 12)

works cited with annotations             (199 1) (60 13,174)

-parenthetic references                  (62 28,118-9,45,463)

-bibliography                            (66 466 sin & dou)

(62 111+) (66 489 MLA) (60 167 double)   (60 167 single)

author notesc                            (62 145,53)

footnotes at end for typesetter          (62 153)

index                                    (199 1) (60 13)

LEFT

reference to title page aim              (199 9)

subjects [people as objects]             (62 149)

materials                                (62 149)

measurements                             (62 155)

design and procedure                     (62 149)

data scoring                             (62 155)

figure 1                                 (62 147)

PARAGRAPH HEADERS UNDERLINED

     particular data                     (62 150)

____________________________________________________________

Note: Use of cap-words and all lower case within tables

developed from this dissertation project.

      a "If there is any contribution to knowledge, this is

it.  Logic in organization and clarity in statement may well



 

 

 

 

 

Wording                                        Theory W a142

 

determine whether that contribution is apparent to anyone

else."  (199 7)

      b In relation to previous research that was reported

in the review of literature.  "Here the student conjectures,

interprets, and questions.  Out of this discussion come

implications for revising the current body of knowledge, for

improving relevant practices...(199 7)"

      c Included in the regular footnote sequence.

 

Table B26 - Table and figure format 

                                        (62 94-5,105 checks)

                          (60 82-110 is relatively inferior)

____________________________________________________________

 

INSTRUCTIONS FOR PUBLISHER              (62 94)

__________________________

 

Insert Table  1 about here              (62 146,51)

Insert Figure 1 about here              (62 147)

__________________________

.sin

.blo

   Table - Capitalize first word heading (62 147) underlined

 __________________________________________________________

 

 Text a small matrix.            (62 90)

                                 (62 146) (TABLE CONTINUES)

 then repeat headings using automatic page heading

 __________________________________________________________

 

  Note: Generala and specific letteredb notes go here.

       a (62 89 assumed to be mistake).

       b (62 85 provides more clarity).

.end 

.dou

____________________________________________________________

Note: Table notes keep table contiguous.



 

 

 

 

 

Wording                                        Theory W a143

 

Table B27 - Footnote format 

____________________________________________________________

 

footnotes are really endnotes (62 145) for the publisher

                              (APA 1984 145)

real footnotes are more convenient for the reader

for indention logic see previous table

 tnote

le space is automatic    (193) (66 63)

 ____________________

 

      a No space from sentence doesn't look right.

 ____________________________________________________________

Note: Computer code written in T/Maker (193).

      Computer-based writing.  College texts are beginning

to recognize the computer and word processing as an entrance

to writing (66 537-9) (156 205-24) (60 229-44).  Their

advice includes, but is not limited to, (1) freewriting

without the screen, (2) keeping an updated outline [table of

contents] in the window, (3) linking paragraphs by selecting

and reading only the first and last sentences of every

paragraph, (4) searching for your common mistakes - that

means creating a "style" file of your common mistakes from

which to search, (5) using slang or a personal shorthand to

be string-replaced later, (6) notetaking with accurate

quotes, with paragraph headers also in the outline [table of

contents], and with immediate print-ready bibliography

construction, (7) using reporters' or Theory W questions,

and (8) checking with on-line dictionary, thesaurus, or

reference database.



 

 

 

 

 

Wording                                        Theory W a144

      In developing a writing life-style, many of the above

recommendations were implemented.  Journaling was integrated

as a form of freewriting.  Paper and pen notes from classes,

car driving, computer battery discharge, and other

occasions, were equated to freewriting, with the subsequent

challenge of retyping.  Because contents were large, a

periodic hardcopy was printed.  Paragraph linking was a very

important developmental lesson.  Unfortunately, so many

common mistakes/errors became apparent, that much time was

taken.  Making writing time and restoring vitality were

significant problems.  Side projects took time but were

facilitated by lessons already learned.

      Facilitating writing is the purpose of the following

section whereby the references of previous tables is

stripped, leaving skeletons for direct insertion into the

writing flow.

Insertion files 

      Transition.  The format and list tables of the

previous section are cluttered with references - certainly a

scholarly activity but not of practical use.  Thus, below,

the fully referenced formats and lists are reduced to

effective electronic writing inserts.  Computer filenames

are in caps below.

      Summary.  As one writes electronically, several aids

become ranked in importance.  The category of file



 

 

 

 

 

Wording                                        Theory W a145

insertation aids have the note and table skeletons as

important.  The importance of these and others comes through

use and the reconciliation with previously referenced

theory.  The presentation below emulates the flow of

writing.

 

      Provide head.   HEAD per table of previous section.

 

.len 57

.ind 14

.top

 

 

 

 

 

 

                                        Theory W   page 

 .end

 .14

                       15 WORDS IN CAPS

.22

                            purpose

.40

                              by

                           H.L.Otto

                              to

                    Kensington  University

                        Student 267187

.49

                       Atchison  Kansas

                        December  1990

.57

                    Runner: 50 spaces long

.new   esc-del line numbers for partial page article head.

 

      Provide alignment.   FENCE per table of previous

 

section.

 

   >< qb                                                 -><

><- c                                                     ><

>< pf                                                    -><



 

 

 

 

 

Wording                                        Theory W a146

 

      Possible headings.  HEADS per table of previous

 

section.  Underlined (caps are reserved for paper titles).

 

 Copyright

 Abstract

 Approval

 Acknowledgements(assistance,permissions)

 Preface [context]

  Study motivation, project background,

                               research scope, paper purpose

  Style variants

 Contents with tables and figures

  Tables

  Figure Captions separate from artwork

 Abbreviations

 Glossary

 Part title page

 Chapters - no repeat of article title vs Introduction

  Introduction (importance,validity) - relation to whole

   Subjects [people as objects]

  Hypotheses, reference to title page aim

   Problem statement vs study purpose

   Delimitation analysis specification

  General Discussion

   Theoretical framework (who & when)

   Related research and literature

  Original research design & procedure

   Experiment 1

   Experiment 2 (reduces following 1 level)

  Method, stat techniques, data, tools

   Materials

   Measurements

   Data Scoring

   Nonevaluative analysis of data

   Evaluation of problem solution

  Study results

  Discussion of data

   Particular data

   Suggestions for further study

  Summary

  Recommendations

  Conclusions

  The ending

  Appendix A

   Tabulation of data

 Endnotes, footnotes at end for typesetter

 Works cited with annotation

  Praenthetical references



 

 

 

 

 

Wording                                        Theory W a147

 

  Bibliography

 Author Notes

 Index

instructions for printer

_________________________________

 

Insert Table/Figure  1 about here

_________________________________

 

      Build paragraphs.   WRITE per table of previous

 

section.

 

wend    leading    idea

signal  idea       waves

show    whole      parts

recount the        event

set     detailed   instance

foster  pointed    reasons

draw    comparison contrast

analyze causal     ends

reveal  concept    meaning

create  vivid      scenery

clinch  close to   opener

look    beyond     thesis

 

      Format tables.   TABLE per table of previous section.

 

.sin

.blo   

 Table ? - Capitalize first word heading and underline

 ___________________________________________________________

 

                                                   Continued

 ___________________________________________________________

 

 Note: GeneralÆaæ and specific letteredÆbæ notes go here.

.end 

.dou

 

      Rewrite.   REWRITE per table of previous section.

 

close       last        paragraph

make        paragraphs  transition

develop     unified     paragraphs

provide     appropiate  voice

use         occasion's  language

dissolve    probable    objections



 

 

 

 

 

Wording                                        Theory W a148

 

provide     thesis      evidence

use         correct     quotation

supply      necessary   documentation

subordinate minor       elements

clarify     limited     thesis

state       conspicuous thesis

indicate    title's     point

attract     reader's    interest

emphasize   sentence    variety

use         correct     italics

use         lively      language

punctuate   for         emphasis

employ      standard    usage

check       meaningful  wording

check       text        spelling

 

      A list for editing.   EDIT for insert into text.

 

 indenting chosen as 3 plus 3 per previous section.

 funnel,bait,speak directly,take an opposite tack,begin with

    a story,or pose a question (66 114-23)

 consequence

    therefore,then,thus,hence,accordingly,as a result

 likeness - likewise,similiarly

 contrast - but,however,nevertheless,on the contrary,

    on the other hand,yet

 amplify - and,again,in addition,further,furthermore,

    moreover,also,too

 example - for instance,for example

 concession - to be sure,granted,of course,it is true

 insistence - indeed,in fact,yes,no

 sequence - first,second,finally

 restate - that is,in other words,in simpler terms,

    to put it differently

 recapitulate

    in conclusion,all in all,to summarize,altogether

 time or place -

    afterward,later,earlier,formerly,elsewhere,here,there,

    hitherto,subsequently,at the same time,simultaneously,

    above,below,farther on,this time,so far,until now

 pronouns

 demonstrative adjectives

 repeated words and phrases - implied repetitions

 gather sentence types (66 88-100)

    introductory sentence (main sentence)

    discussion

    limiting sentence(s)

    pivot to the main sentence

    support sentence(s)



 

 

 

 

 

Wording                                        Theory W a149

 

 ask reporter(W) questions (66 101)

 vary/repeat sentence structure (66 90-1)

 link paragraph's first sentence with last sentence of prior

    paragraph (66 91-2)

 

      Footnote format.   NOTE per table of previous section.

 

 .foo

 ____________________

 

       1 No space from sentence disregarded.

 .end

      Align type on printer.  No longer needed with inkjet

printer of 1993 vintage.

      If the above challenges make you feel inadequate fall

back to a natural learning mode.

Use natural learning 

      The following quotes touch on natural exploration,

dishonest education, preschool learning, intellectual

 

poverty, and valid competence.

 

      Out of the crucible of computational concepts and

   metaphors, of predicted widespread computer power and of

   actual experiments...the idea of Piagetian learning has

   emerged as an important organizing principle.  Translated

   into practical terms the idea sets a research agenda

   concerned with creating conditions...to explore

   "naturally"...(181 187)

      It is easy to understand why math and grammar fail to

   make sense to [learners] when they fail to make sense to

   everyone around them and why helping [learners] to make

   sense of them requires more than a teacher making the

   right speech or putting the right diagram on the board.

   [Not making sense] erodes [the learner's] confidence in

   the adult world and the process of education.  And I

   think it introduces a deep element of dishonesty into the

   educational relationship. (181 50)

      I take from Piaget a model of children as builders of

   their own intellectual structures.  Children seem to be

   innately gifted learners, acquiring long before they go

   to school a vast quantity of knowledge by a process I



 

 

 

 

 

Wording                                        Theory W a150

 

   call "Piagetian learning," or "learning without being

   taught."  For example, children learn to speak, learn the

   intuitive geometry needed to get around in space, and

   learn enough of logic and rhetorics to get around parents

   - all this without being "taught." (181 7)

      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

   complexity 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)

      [A] significant portion of the population has almost

   completely given up on learning.  These people seldom, if

   ever, engage in deliberate learning and see themselves as

   neither competent at it or likely to enjoy it.  Many more

   people have not completely given up on learning but are

   still severely hampered by entrenched negative beliefs

   about their capacities. (181 42)

      Thus you and I can repeat the words of a writing text

author - "Like many writers, I'm a mechanical boob.  I can't

figure out how the simplist mechanism works. (156 205)" So

put on a little Piagetian youthfulness - it's our cultural

embarrassment which makes us the fool.  Perhaps the true

adult can bond youthfulness and the non-fool together for a

bigger whole-personhood.  Thus, in spite of fumbling, "Use

the machine...to capture your humanity. (156 221)" Another

way of saying, "Science and technology improve our humanity,

beginning with you first."  We come to the proposition that

an organization theory applies first to the individual, then

to the individuals in the group - perhaps exactly the

opposite of what our culture teaches.  The result of putting

our own humanity first may bring us to a more truthful



 

 

 

 

 

Wording                                        Theory W a151

understanding of the synergistic benefits provided by the

most powerful thing called organization - especially

organization built on individual satisfaction.

      The writer as organizer.  The writer, as the potential

organizer of their manuscript, reads under the title,

"Preparing the manuscript: The most effective use of

computer systems and typewriters, (60 229-44)" that

computers as only transcription devices.  "The person

preparing the manuscript...should be held responsible for an

accurate transcription of the copy, the layout of the

components...and the general appearance of the final copy,

but not for matters of content. (60 230)" Thus "computer

typing" is kept separate from writing, reflecting a vested

interest of (1) those who transcribe as a lower caste job,

and (2) those who don't see that electronic writing can

spark prolific youthful writers - in both age and ideas!

This dissertation project and the resultant writing

life-style base on a "do it yourself complete" philosophy.

      In spite of cultural mindset, computer printed

narrative has gained acceptance with many.  Developing

technology is also making inroads into figure preparation

(62 100-1).  This learning has the price of personal time

expenditure.

      Debugging electronic writing.  The limitations of the

computer put pressure unto the conventional typewriter



 

 

 

 

 

Wording                                        Theory W a152

styles.  Plus computer systems vary.  For example, some

computer word processing software programs have windows.  If

windows are not provided one can temporarily insert the

desired material to be "windowed" into the fencing option.

Most word processing programs provide the fencing or frame

ability to simultaneously view distant material along with

the currently chosen material.

      Running a hardcopy table of contents periodically

provides a practical tool for integrating further material.

      Structure.  There came a definite time with the first

draft where the form of the outline and its generation from

the narrative received attention.

      The outline, along with the lists of figures and

tables and index, was generated from the narrative using

Tmaker software instructions.  Several runs were necessary

and the printed product took the place of the "window

outline" mentioned above.

      Using electronics to divide a major written work

demands consistency, more consistency than composition

tradition provides.  In addition to parts one through five,

there also was created a part division for front materials

and another part for back materials.  Further, there are

chapters for acknowledgements, preface, glossary and

introduction.  Appendicies have the status of chapters and

their major divisions are titled sections.  Seeing chapters



 

 

 

 

 

Wording                                        Theory W a153

literally spelled out seemed strange at first, yet seemed so

obvious when installed.

      With the above consistencies, computer electronics are

able to literally recognize the structure of the

dissertation as a major written work.  Using the phrases

"Part for" and "Chapter for" permits the extraction of the

innovation if committees insist.

      From APA lead, reinforced by experience in word

processing a 1000 page dissertation, no ALL CAPITAL textual

titles or sub-titles are recommended.  Similarly, minimum

words within title phrases are capitalized.  Titles are

simply written in normal English sentence composition with

the period omitted.  If interrogatories are used, question

marks are used and retained into the contents.  Underlining

triggers are used to indicate which titles are processed

from the text to the table of contents and index.

      Aiming at an audience.  Some authors speak into tape

recorders and their hired writer's do the rest.  That type

of author has the hired writer as the audience.  In

 

contrast -

 

      The author of a thesis, dissertation, or student paper

   produces a "final" manuscript; the author of a journal

   article produces a "copy" manuscript (which will become a

   typeset article). (62 189)

      The latter, just like the tape-recorder author,

submits the "copy" to a transcriber, sometimes called an



 

 

 

 

 

Wording                                        Theory W a154

editor.  Thus the aspiring prolific writer will most likely

encounter a very narrow, and perhaps narrow-minded,

audience.  That or a similar immediate audience restriction

should be included in the statement of strategic aim.

      In general, strategy, as an organizing process,

provides (1) a focusing aim, (2) supporting objectives, and

(3) implementation guidance.  The specifics of a strategy

are more complex, and subject to the simplistic tendencies

mentioned at the beginning of this chapter.

      Review of writing strategy.  The following table plus

a previous table in this appendix provide a whole-life

context, and the integration of the way to achieve the

chosen whole-life aim - all linked to the individual's

writing task (act number 22).  The critical path for act 22

shows in the following table as a hierarchy.  Accomplishment

requires time performance - the quality measured by good

feelings.

      Aim differentiated from measurable objectives.  The

word mu indicates a task which is part of the strategy

rationale, but need not be measured in whole hours.  The mu

tasks complete the strategy scene - the yes-or-no tasks are

the measurable objectives.  The do tasks have yet to be

 

started thus a yes-no evaluation would not be appropriate.



 

 

 

 

 

Wording                                        Theory W a155

 

Table B28 - An individual's critical path for writing 

__________________________________________________________

 

Act    Action verb  Descriptor   Noun object   Winner?

______  ___________  ___________  ____________  _______

 

 1      achieve     eternal       life           mu

 2      enjoy       whole         life           mu

 0      better      future        lifes          mu

 36     answer      chronicle     market         no

 26     write       Theory W      dissertation   no

 22     improve     systematic    writing        no

        reorder world pattern                    no

        infer conclusions                        yes

        digest information results               no

          edit 7manuscript items                 no

          list paragraph parts                   no

          edit who/which/that                    no

          edit adjectives/adverbs                no

          shape list flow                        yes

           eliminate redundancy                  no

           edit simple action                    no

          combine 8scene elements                no

          answer 5w+6 lead                       no

        report stoic objectivity                 no

         grasp reasoned observation              yes

         ware critical reading                   yes

         test 4c observation                     no

         ware critical thinking                  yes

         acknowledge human complexity            yes

         understand 7 perceptions                no

         ware time schedule                      yes

        state further focus                      no

        cite prim/secon materials                yes

        quicken daily writings                   yes

        prep fact collection                     yes

        restart normal failures                  yes

        please your self                         yes

        create biased images                     yes

        investigate probable truth               yes

        report entertaining objectivity          yes

        vary rhythm pattern                      yes

        report 1st-person objectivity            yes

        focus common intelligence                yes

        develop natural voices                   yes

        wake five senses                         yes

__________________________________________________________



 

 

 

 

 

Wording                                        Theory W a156

 

Note: To answer why read up, to answer how (the way) read

down.

Editing the first draft 

      First draft completion.  An idea for a written work

takes form in the title page.  Then, by dividing and

expanding upon supporting thoughts, or by collecting and

integrating notes, the writer composes the first draft.  The

draft builds with trips back-and-forth between the table of

contents and the paragraph headings.46 And a chosen and

documented logic of style provides the format.  Thus the

draft looks good, can be referenced to and from a simple

flowing list, and now can be worked into a final product.

 

Writing has now begun and editing comes into play.

      Editing.  Other words for edit are - correct, modify,

polish, and revise.  Other words used below are - check,

rewrite, and unify.

      First, editing checks the unity of the author's

focusing form steps.  Those focusing steps are the personal

choice of the aspiring writer.  Note well that the aspiring

writer chooses their own personal pattern.  If the pattern

needs change further choice and action are in order.  Texts

are just there to help, if help is wanted.

 

____________________

 

      46 The personal and technical setbacks are

innumerable.  The aspiring writer must cope with these and

other distractions.



 

 

 

 

 

Wording                                        Theory W a157

      Rewriting is "working to develop a logical unified

progression of ideas (unity means that all sentences, all

parts and stages of development, all examples and

quotations, clearly relate to the expression of a basic

theme or thesis). (200 154)" Put the theme (purpose) on the

title page.  Put the thesis in the abstract.

      There is nothing special or outstanding about any one

single writing text - the one text simply provides a

beginning.

      First draft.  The distinct notes with headings now are

formed into a table of contents.  The writer-as-audience

action purpose for the work goes unto the title page.  Thus

the author has an explicit handle on the initial work as a

whole.

      This particular paper was electronically written.  Yet

regardless of focused form and the "ease" of handling each

"notecard" and paragraph electronically, mastery of the

first draft was a challenge.  The combination of computer

and writing technology was formidable.  Several pagination

runs, just to appreciate the number of pages and thus the

complexity, provided needed evidence to "save the day."

Building on the successes, computers can facilitate a

managable first draft, eliminating the low technology

notecard and automating the outline list.  The

do-it-yourself method provides a life-long improvement in



 

 

 

 

 

Wording                                        Theory W a158

writing skill with accrued self-satisfaction.  Publishing

specific works presents a matter for the future.  The

 

present editing leads to learning and discovery.

 

      You will discover much of what you have to say while

   writing.  Not even the most elaborate outline can

   anticipate how ideas will shift and rearrange themselves

   when a few words must be expanded into complete

   sentences, when thoughts that were once listed must be

   linked smoothly and logically, and when general

   statements and supporting details must be shaped into

   paragraphs. (195 16)

 

      Open and close. 

 

      Effective openings and closings often do not become

   apparent until after the main part has been drafted.  The

   basic introduction draws readers...and focuses their

   attention on the main idea and purpose...stated in the

   thesis statement.  The basic conclusion draws together

   the elements...and provides a final impression for

   readers...(195 15)

 

      Revision strategy. 

 

      Make sure your purpose is clear and consistent.

   Verify that all the subordinate points relate to the main

   idea...  Check that each subordinate point is supported

   by convincing evidence.  When your content and

   organization seem to be in good shape, then consider your

   sentences and words. (195 16-7) Then be a constructively

   critical reader of your writing!

 

      Easy rewriting?  Yes, if you take the time.47

Simple?  Definitely not!  Mainly because of the "normal"

thought-time required.  The majority of people simply do not

take the time required to reread and rewrite.  Thus

 

rewriting becomes culturally abnormal.  For those who choose

 

____________________

 

      47 Hemingway said, "I rewrote the ending of

Farewell to Arms 39 times before I was satisfied. (200 46)"



 

 

 

 

 

Wording                                        Theory W a159

the time, however, rewriting work can be a satisfying and a

 

relaxing part of a joyful life.48

      Rewriting as editing.  Next, the first draft undergoes

scrutiny by using some quality control checklists.  The

following tables present several quality control cues which

continue the writing process.  Note the importance of Theory

W organization - evaluation of accomplishment is rationally

sequenced.  That provides smaller development steps.  Thus

the entire writing process can be understood as complex, yet

each individual task, one by one, is fairly simple, and

doable today.  Daily time expenditure cannot be avoided if

prolific written works are to be actualized.

      Daily key pounding.  Prolific writing cannot be

accomplished without a keyboard - typewriter or computer.

With the laptop computer, remembered writing can be

accomplished most anywhere, including inspirational settings

such as the shore, a wayside park, any library, restaurants,

or in a vehicle.  The remembered writing combined with the

initial focusing form, which are now "locked into" the

computer, can now be combined into an automatically aligned

work.  Subsequent rewriting can then be realigned

automatically.  These attractions facilitate incessant

 

____________________

 

       48 Especially within the context of the mind/body

working 24 hours each and every day.



 

 

 

 

 

Wording                                        Theory W a160

pounding - on the keys, and eventually on the post office

door.

      Additional "head" pounding reveals writing blocks to

be removed.  When removing blocks always step back on the

ladder rungs - never jump off the ladders portrayed in the

 

preceeding and following tables.

 

Table B29 - A checklist for revision  (66 61-2) 

___________________________________________________________

 

Act Task description                    Why Reference  Won?

__ ____________________________________ ___ __________ ____

 

10 close       last        paragraph        (66 123-5)   n

8  make        paragraphs' transition    10 (66 91-3)    n

7  develop     unified     paragraphs    8  (66 81-103)  n

3  provide     appropriate voice         7  (66 28-40)   n

14 use         occasion's  language      3  (66 168-74)  n

2  dissolve    probable    objections    14 (66 20-27)   n

4  provide     thesis      evidence      2  (66 45-52)   n

18 use         correct     quotation     4  (66 338-51)  y

21 supply      necessary   documentation 18 (66 459-90)  y

11 subordinate minor       elements      21 (66 129-46)  n

1  clarify     limited     thesis        11 (66 16-27)   n

5  state       conspicuous thesis        1  (66 54)      y

6  indicate    title's     point         5  (66 59-60)   n

9  attract     reader's    interest      6  (66 114-23)  n

12 emphasize   sentence    variety       9  (66 147-58)  n

20 use         correct     italics       12 (66 408-32)  n

15 use         lively      language      20 (66 175-94)  n

17 punctuate   for         emphasis      15 (66 311-51)  n

16 employ      standard    usage         17 (66 197-308) n

13 check       meaningful  wording       16 (66 161-8)   y

19 check       text        spelling      13 (66 388-99)  n

___________________________________________________________

Note: Act numbers assigned in the order encountered in the

source.



 

 

 

 

 

Wording                                        Theory W a161

 

Table B30 - Paragraph contents 

___________________________________________________________

 

Act Task description                    Why Reference  Won?

__ ____________________________________ ___ __________ ____

 

1  wend    leading    idea                  (66 81-5)    n

2  signal  d:idea.in  waves             1   (66 86-103)  n

10 show    whole      parts             2   (66 112-3)   n

4  recount the        event             10  (66 106)     n

5  set     detailed   instance          4   (66 107)     n

6  foster  pointed    reasons           5   (66 108)     n

7  draw    comparison contrast          6   (66 109)     n

8  analyze causal     ends              7   (66 109-11)  n

9  reveal  concept    meaning           8   (66 111-2)   n

3  create  vivid      scenery           9   (66 104-6)   n

___________________________________________________________

Note: Act numbers assigned in order encountered in the

source.

      Size esthetics.  Writing has no limits yet must be

delimited.  Strange dichotomy?  The answer lies in the

satisfaction in, and the proof of completion (evidence).  We

are back to scholarship again and the referencing of

surrounding wisdom.  Writing which goes on and on identifies

with freedom - freewriting.  Writing, however, needs a

measure of closure - of completion.  Thus the practice of

sizing.

      Paragraphs are sized to the proven attention span -

several per book page.  Scholastic chapters are sized to the

arena of argument (177) - 10 or 20 pages.  Scholastic means

documentation of references and the labeling of paragraphs

or sets of paragraphs which are listed in a table of

contents and in an index if the contents are complex.



 

 

 

 

 

Wording                                        Theory W a162

Paragraph headings perhaps number 30 per chapter.  Chapters

involve scene changes - usually.  Chapters build to

dissertations, books, and novels.  Some books have volumes.

The curtain now rises on writing creativity - based on

preceeding wisdom!

      Other editing items.  The use of one tends to "pile up

in clusters. (200 135)"

      Ascend from emotion, to objective observation, to

inference or opinion49 (200 117-22), then on to

abstraction,50 and at last universality.51

      Contrary to Rackham (200 404-5), stress accurate and

meaningful quotations (200 272) to confront the audience

 

with objective observation.52

 

____________________

 

      49 Disclosing where organization employees

contribute to organization success motivates their work and

leads to synergism.

      50 Theory W represents the abstraction of the above

footnote.

      51 Is Theory W universal?  Too many variables for

the application of multivariata analysis?

      52 Professor Tack stressed the "I'll sent you

information on the related references" idea of expert

position - an intimidation rather than moving people to the

correct position.  The correct position being the action of

their choice.  I aspire to writing to people in arguement

for an integrated universality.

      The release of anyone's growth potential is certainly

limitless - unfortunately, people run short of time and

effectiveness.  Thus "my" employees always responded

favorably to concrete information which related to their job

performance - and definitely including the measurement of

same.  Getting employees to measure their own job

performance has mixed ramifications for the formal

organization.



 

 

 

 

 

Wording                                        Theory W a163

 

      The control summary.  Control compares actual to a

plan.  The plan shows the way and the why.53 If the plan

is too big and the actual too small, the "animal" becomes

"overburdened."54 If a member of an organization,

including a student, becomes overburdened, adversity

results.  Overburdened means that the actual which the

member wants to actualize simply does not have the time

 

support.  "Take your time."

      Overburdened adversity projects the world, or a

particular person or set of persons, as adversary - we thus

war instead of projecting the world organization or a

smaller particular organization as providing enjoyable,

self-actualizing, growthful tasks in meaningful support of

the organization's aim.

      The next chapter shows a way to argue in favor of an

enjoyable, self-actualizing, and growthful organization

 

structure.

 

____________________

 

       53 The author reinforces writing in the college

courses he teaches by asking the students, in their required

course notebook, to express on single pages, "Why I am

here," "The way I write," and "A bibliography of my writings

(works cited)."

      54 Taylor worked to eliminate overburdened employees

by showing them the way to work more effectively - for their

benefit and the organization's benefit.



 

 

 

 

 

Theory W  page a164                                  Wording

 

Section B4 - Wisdom stands as arguable 

 

      Transition

      Wisdom

      Argument

      Refute the opposing view

      Transition.  The prior chapter anticipated that this

chapter would show a way to argue in favor of an enjoyable,

self-actualizing, and growthful organization structure for

writing.  Besides writing, most everything can be organized.

Ultimately, that also includes the individual as the

fundamental organization unit.  In many instances the

individual laments within an organization - reduced to only

a single member.  In contrast, Theory W offers an integrated

organizing tool for both the group and the individual as

organizations.  And here, in this section, Theory W

philosophy focuses on the writing process.

Wisdom 

      The particular organization structure under

consideration here is writing, but no matter what is about

to be organized, wisdom is the general foundation - even by

definition.  Wisdom is culture and education; wisdom is

data, facts, and information; wisdom is common or good sense

as in logic; and wisdom is philosophic principles as in

thinking (202 sv).  Additionally, common sense tells that

our actions reference our experience and the experience of

others - that also is wisdom.  In this sense, everyone is a



 

 

 

 

 

Wording                                        Theory W a165

scholar and references wisdom.55

      In a world of wisdom, writing provides the prominent

memory tool, lest we forget.  The promise of writing is to

be able to move beyond the repetitive and boring

simply-obvious set of life-tasks to an increasingly complex

set of life-tasks, with presumably more fulfillment,

satisfaction, and good feeling.  Thus wisdom literally

 

breaths growth into life.56

      Wisdom can be seen as any combination of culture,

enrichment, learnedness, learning, science, judgment, logic,

philosophy, principles, or thinking.  (202 sv)

      Everyone feels that wisdom lives somewhere.  That

somewhere, at many times distant from where we are, provides

a wisdom gap or shortage.  Generation gaps seem to be wisdom

gaps.  Life's diversions could also be viewed as wisdom

gaps.  With thought, our wisdom gaps obviously exist.  Yet,

 

____________________

 

      55 With Theory W, the world comes before wisdom.

Another word for world is universe, as in universal

pertaining to statistical significance as one test of truth.

Some school curriculums are based exclusively on statistical

significance.  One such school was Bowling Green State

University's program in Higher Education Administration

where a statistically significant dissertation, particularly

of faculty conception, was encouraged almost to the

exclusion of other tests of truth.

      Continuing with Theory W, the why then preceeds the

world - a continual life of challange.

      56 The universal basic needs in life are existence,

relatedness and growth (Alderfer beyond Maslow).  Also see

following footnote - specifically in regards to a personal

library.



 

 

 

 

 

Wording                                        Theory W a166

"Where is this thing called wisdom?"  Its seems hidden to

say the least.

      Most humans, somewhere, sometime, eventually search

for this truth-thing represented by wisdom.  Some even write

about the search.  Thus we all die trying - either in search

of truth or the escape from truth.  Therefore wisdom, for

all, does exist somewhere - that is lesson one.

      Lesson two questions where wisdom resides.  Answer is

that humans store wisdom in a hierarchy of places, as

presented in a previous table,

 

*  thought             in libraries,

   thought             in myths  sparked by ritual

   personal experience in memory sparked by artifacts, and

   thought remnants    in artifacts.

      Wisdom in general.  Small libraries have no holdings

under the subject heading of wisdom.  One encyclopedia has

no in depth verbage for the word of wisdom.  The LOCSH lists

wisdom's broader terms as experience, intellect, learning

and scholarship, and reason.  Narrower terms are judgement,

and prudence.  The detail of wisdom is then equated by LOCSH

to religious orientation, specifically buddhism,

christianity, gnosticism, and the bible.

      Scholarly wisdom as written words.  The dictionary

(61 sv) provides the basis of broadening the view of wisdom

to accumulated information and philosophic or scientific

learning.  And written words were invented to preserve that



 

 

 

 

 

Wording                                        Theory W a167

kind of wisdom which Theory W uses as a technological base

of organization.

      Further, written words are linked to the toil of

work.57 Thus the ideas of collections in muesums and words

in libraries come to represent the work of wisdom.

      How then, can all people generally and members of

 

organizations become a source of wisdom and the word?58

      Writing and scholarly reading.  Scholarly reading

first happened in 14th century Europe (PBS television

program Testament).  The exemplification of the first

scholarly reading were notes in the margin of the then only

book - the Bible.  Thus notes characterize scholarly

reading.

      Scholarly writing then combines those notes into a

narrative thought flow.  The form of scholarly writing

includes the references from the author's scholarly reading.

Thus scholarship requires reference, usually via notes, each

 

note serving one or more purposes:

 

         amplify      data           ,

         establish    validity       ,

         acknowledge  indebtedness   , and

         provide      cross-reference. (199)

 

____________________

 

      57 H.W.Mabie under Love and Work in "The Great

Word."

      58 By authored works being quoted and through

written evaluations.  "An excerpt...should be as short as

possible, rarely occupying...one half of a thesis page....

(199 13)"



 

 

 

 

 

Wording                                        Theory W a168

 

      Wisdom as a base in life.  Wisdom provides a footing

as an intellectual and practical jumping-off platform59 -

a focus point which starts a line of thought and ultimately

ends in action.  The state of no action equates to catatonic

fear - a person literally frozen into inaction by choice.

Yet the choice to live remains - subconsciously if not

consciously.

      To live a lively life implies action, specifically the

 

choice to action.60 The line of thought then flows from 

      In writing, the organization structure is called the

table of contents.  It flows from one point to another,

hopefully weaving a pattern or several patterns.  Wandering

from point to point represents a much looser weave, yet

 

____________________

 

      59 See section 3, Writing success structure.

      60 A self is a point of choice which floats within a

quartered pie of feeling continuums - joy-sorrow, love-hate,

and fear as the confining rim (basic psychology text).

the wisdom base, to action, and on to an ending point, just

as the architect's pencil lead flows unto paper from one

point to another.  The architect sometimes uses soft lead,

sometimes hard.  Sometimes a wide path, sometimes narrow.

Sometimes a straight direct line, sometimes curving.

Likewise, the writer draws narrative lines one at a time,

structuring a two dimensional structure, many times with the

complexity of a three dimensional architectural structure.



 

 

 

 

 

Wording                                        Theory W a169

equally a pattern.

      Wandering related to education.  People read, yet few

read critically to the point of scholarship.  L'Amour books,

for example, fed readers - 200 million prints, 86 novels, 16

short story collections, and three works of non-fiction.

Education contributed to his success - Louis L'Amour left

school at fifteen, yet "wherever he wandered, his pockets

were always bulging with books.  (203 front jacket)" This

 

leads to a confrontation with ridigity in education.

 

       Obviously there are advantages to programmed

   reading...  Louis, by force of circumatances and from a

   passion for books, sought and found other advantages.  He

   enjoyed and was stirred by countless unprogrammed

   juxtapositions....  For he was utterly without

   intellectual snobbery or cultural pretensions.

      Louis gives us a lesson - too seldom offered by

   academic or professional critics - in open-mindedness and

   literary charity.  (198 vii)

      So what about that offered by the "academic or

professional" scene?  Is that not joyful?  Joyful only if

the reader as critic captures the joy of the upper writing

ladder tasks of the previous tables.  Many readers, however,

do not enjoy the arena of scholarship as represented by

schools in general.  "Academic and professional" critique

demand a measure of control - which should provide a certain

congruent individual control.  Not coincidently, the type of

control which Theory W promotes.  Theory W creates "the

expert worker" who controls their own time.

      Academic and professional control.  Theory W simply



 

 

 

 

 

Wording                                        Theory W a170

views control as the process of comparing actual results

with an assigned plan of action.  Random reading or writing

or any unprogrammed activity cannot be controlled for

individual enjoyment unless the activity supports an

objective which in turn supports an organization mission or

aim which, not incidently, encompasses the good feelings of

joy, love, and freedom.  Thus the expert individual has a

functional plan, although not always explicit.

 

      Functionalism applied to writing. 

 

       "Why plan?  It just takes valuable time - especially

   the explicit plan."

      Granted, if one can't see the value of organizing

one's life-tasks and time responsibility, one will not

 

explicitly plan their writing activity

 

       The [writing] plan may take the form of a list of key

   points, a fuller list including specifics...or even a

   detailed formal outline - whatever provides direction...

   and thus promises to relieve some of the pressure of

   writing.  (195 15)

      The detailed formal outline equates to the table of

contents of a work.  And a very detailed table of contents,

alphabetized, associates with an index.  The outline can be

both a means to the end, and a product of the writing

activity.

      From means to ends.  Means merit ends.  Means are work

tasks which flow through time to provide ends.  One strategy

text (264) uses the term means-end chain to represent the



 

 

 

 

 

Wording                                        Theory W a171

work flow of an organization.  Thus organization work merits

end benefits.  So too, with the individual - an individual's

work merits ends throughout life.  And since writing

represents individual work, the idea of means-ends and

strategy also apply to writing.

      The why and how of strategy.  Strategy is the process

of going from an aim, to objectives, and on to

implementation.  In general strategy simply takes a top-down

 

approach to organization planning.  More specifically:

 

      task number and description    why

      ______________________________ ___

 

      1  see organization's aim       2

      2  see organization objectives  3

      3  know individual tasks        4

      4  implement task actions

 

Another version:

                                     how

                                     ___

 

      4  implement task actions       3

      3  know individual tasks        2

      2  see organization objectives  1

      1  see organization's aim

      The above wisdom presents an organization chart unlike

the formal or informal organizations - a "new" kind of

authority.  An authority of knowing why and choosing to act

in support of those ends.

      By cutting each task from the others and linking them

or "making a train," the first version has an action flow

from left to right and the second version has an action flow



 

 

 

 

 

Wording                                        Theory W a172

from right to left, opposite of English composition

tradition. This flow can be linked to argument and warrents.

 

      Argument.

 

      In general, intellectual discourse occurs through

   argument, and, in general, your strategy will consist of

   an over-all argument and your substrategies of

   subarguments.  An argument is an attempt to convince

   someone of the truth or rightness or validity of some

   claim or assertion by providing grounds or justification

   for believing or accepting it, with the additional

   condition that the grounds meet certain rational

   standards for what counts as grounds or justification (in

   other words, getting someone to accept your claim by

   threatening or bribing them does not count as an

   argument).  (209 8-9)

      With regard to the subject matter, you will be

   developing an argument consisting mainly of a logical

   structure internal to the subject.  With regard to the

   reader, however, your argument will have to take into

   account what the reader can be expected to know and

   believe.  (209 9)

 

      Warrents. 

 

      We make an assertion or a claim, with the implication

   that we could justify it.  If the claim is challenged, we

   justify it as follows.  First we appeal to data that will

   support it.  If someone questions whether or how the data

   supports the claim , we refer to a warrant, which is some

   principle that establishes a connection between the

   claim, or conclusion, and the data.  (220)

      The bearing of this warrant on the claim may be

   modified by two things:  qualifiers, which tell how

   strongly the warrant applies, and the conditions of

   exception or rebuttal, i.e., conditions that would

   invalidate the warrant.  (209 10)

      Examples of warrents are a correlation and a set of

 

logic propositions.

 

      It is useful to have in mind the backing of one's

   warrants and to know what they are based on, how reliable

   they are, and how much support they have.  (209 10)

      The support for the above warrent examples are



 

 

 

 

 

Wording                                        Theory W a173

respectively, the formula used and a presentation of the

above proposition set.

      To actualize the activity of "change-the-world" work,

argument is necessary.  Yet education in argument training

varies greatly.  On the one hand, argument is portrayed as

naturally practiced before entering school.61 On another

hand, one college text (177) devotes an entire semester of

study to the subject.  Thus education promotes confusion of

what the natural is - at the risk of people leaving the

system - L'Amour, at 15, for example.

 

      Definition may help.

 

      All discourse (oral and written) is argument.  When we

   speak or write (even to ourselves in diaries and

   journals), we seek to draw attention to what we say.

   Since attention usually is paid only to discourse that

   listeners or readers find worth heeding, we try to lead

   our audience to believe that what we say is justifiable -

   that there are data to support it or good reasons for

   saying it, and that we are reliable people [with valid

   data] who can be trusted to locate the data and the

   reasons and to set them forth fairly.  (177 vii)

      The child argues.  Every child knows and has practiced

 

argument before entering school.62 Education however tends 

to apply science, specifically categorization without

seeming reason, to the human art of discourse.  Without

seeing the reason for argument categorization, students tend

not to practice "the science of argument."  For example,

 

____________________

 

       61 Words from note 181-182 Mindstorm.

       62 Words from note 181-182 Mindstorm.



 

 

 

 

 

Wording                                        Theory W a174

students "feel" the unnaturalness of the school's argument

for argument categorization.  And the natural pre-school why

question is seemingly ignored, if it is even asked because

 

of brainwashing.

 

      An example of the double-talk...  First:

 

      All...forms of argument have...the desire to induce

   belief, change attitudes, and bring about action by means

   of discourse.  (177 vii)

Thus we understand that all forms of argument bring about

action by means of discourse.  Second, from the definition

above:

      All discourse...is argument.  (177 vii)

This is a specific example of ineffective circular argument

(177 62), and a general example of possible student

dissatisfaction in general, with discourse education

specifically, and rhetoric education in general.  If

students were satisfied, we simply would have more people

writing and arguing.  So what good can we salvage from

whatever exists in education?

      Life's needs are, in short, existence, relatedness,

and individual growth - with fulfillment being the good

things in life.  That fulfillment is more easily available

inside or outside of education, if we strengthen individual

student choice and commitment.  The need for growth is

universal but the commitment is not.

      Universal human needs.  Existence, relatedness, and



 

 

 

 

 

Wording                                        Theory W a175

growth are the universal human needs.  Wants are individual

choices which can be seen to fill those needs.

      After the conscious or subconscious structuring of

wants, most people have the natural desire (the will) to

actualize their wants which fulfill their needs.  Arguments

are the tools to "get their way."  We all have natural

argument skills on which to build a conscious skill.  And if

we can integrate education and science, the benefits of

 

personal growth are usually worth the work.

 

      Emotion versus reason. 

 

      The very nature of argument is appeal to reason.  It

   is not illegitimate to appeal to your reader's emotions,

   but appeals to the emotions can only supplement appeals

   to reason; they cannot replace them.  Even when the

   emotional appeal reaches the reader first and is quite

   strong, the mind should also be engaged.  (177 363)

 

      History of argument. 

 

      Since Aristotle lectured and Cicero wrote....teachers

   have offered guidance...(177 vii)

      Unfortunately, teachers under the umbrella of

education have failed to popularize even writing - in a

sense, failed to popularize the writing failures discussed

in the opening section of this appendix.

      The natural why question.  The young child naturally

comes to the question, "Why," at around two years of age.

If they are afforded good teaching, they will find that

"discoverable answers [are] facts.(177 9)"  Students

frequently use "facts" against parents and teachers.



 

 

 

 

 

Wording                                        Theory W a176

Frequently, however, common fact verification escapes the

grasp of the teachers, leaving both student and teacher set

 

in their biases - argument success escapes application.

 

      If we can agree on a means of verification, we can

   also agree with [mutual] satisfaction that a statement is

   a fact, or at least that it could be a fact if we had

   appropiate verification.  (177 9-10)

      When accuracy is not possible, we have no fact.

   (177 11)

      Demonstration of facts.  Facts are the product of

science through the vehicle of demonstration - the

experiment.  Here is where written notes are necessary -

documentation of sourced facts for argument.  Arguments for

 

a purpose use facts.

 

      Arguments support but demonstrations prove.  (177 13)

      The appeal of demonstration...is...so strong that we

   could say that all argument aspires to the status of

   demonstration.  (177 14)

      Demonstration, however, takes mindful creative work,

and the potential student of argument, in turn, may simply

require a demonstration that their writing work choices are

accepted - with the result of more people writing and

arguing.

      Arguing beyond plain writing enjoyment.  Students,

teachers, and parents "realize that the act of arguing

involves converting what seem mere personal and

idiosyncratic preferences into socially sharable values.

 

(177 21)" Thus enjoyable argument differs from writing.



 

 

 

 

 

Wording                                        Theory W a177

 

      Every argument has four essential elements:  (1) a

   thesis statement, a claim, a proposition to be supported,

   which deals with a matter of probability, not a fact or a

   matter of taste, (2) an audience to be convinced..., (3)

   exigence, the need to make an argument at a certain time,

   in a circumstance, or for a purpose, [and] (4) grounds,

   reasons, or...premises that support the thesis.(177 22-3)

      In order for real argument to occur there must be some

   forum and occasion...some push in time and circumstances

   and some purpose for making claims and supporting them.

   The combination called...the exigence.  (177 24)

      The hastened push from enjoyable writing into

seemingly more difficult argument can kill the will, not

only for argument, but also the killing of simple writing

scholarship.  Thus writing's enjoyment purpose should be

present (and verified) separate from enjoyable argument.

      Start with why.  With the purpose or why of a

situation as a pull, and the push of the way to the why,

that is, the what and sequenced when - we have a natural

reasoning sequence for developing the skill of argument.

Why, way, what, when, and we are a few words of Theory W -

another view of grounds, exigence, audience, and

probability.

 

      Common ground. 

 

      When you argue you can leave out or assume whatever

   you feel confident your audience already knows or

   believes.  You cannot argue...without some assumptions,

   which are the common ground, the shared preconceptions

   and beliefs of arguer and audience.  (177 25)

      Recognize a claim about the nature of things...the

   existence of things, and naming, categorizing, or

   describing...(177 31,3) through a basic specific example

   and evaluation of same.

      When sharable criteria or standards can be found,

   evaluation becomes legitimate argument.  (177 224)



 

 

 

 

 

Wording                                        Theory W a178

      Subjects versus objects.  An object is "something that

is put or may be regarded as put in the way of some of the

senses: something visible or tangible...(61 sv)" A subject

is "one that is placed under the authority, dominion,

control, or influence of someone or something...(61 sv)" For

effectiveness, an object better suits the common ground

needed for an argument.  An object of argument deserves

description.

      Predicate versus description.  A description is "a

representation produced by the describing of something

material or immaterial...(61 sv)"

      Describing is "to represent by words written or spoken

for the knowledge or understanding of others...(61 sv)"

      A predicate is "something that is affirmed or denied

of the subject in a proposition in logic...(61 sv)"

      For effective argument, simply describe, explicitly,

the attributes of the object in question.  Simple

description could be viewed as just plain writing, however

pointed and specific.

      Specific object interest.  Referenced descriptive

writing about the object or objects, provides the scholarly

foundation for the arguer.  The arguer then must verify the

fact of the audience's common interest at the purpose or

"why" level of the argument.  To attain the argument

purpose, efficiency of words or hours may have to be given



 

 

 

 

 

Wording                                        Theory W a179

up in order to present an effective argument.  The efficient

bluntness of logic is not universially accepted.  Neither is

 

the referencing of scholarship universally practiced.

 

       In a technical or scientific article, definition is

   blunt.  For such occasions, beginning with an explicit,

   isolated definition is usually the best tactic.  But in

   other writing situations - the essay about literature,

   the paper for a history course, the article for a general

   audience, the play review - two demands are made of the

   writer.  The writing in such arguments must be both

   precise and easily read, even graceful in style.

   Precision requires that definition be present, but style

   often demands that some elements of an argument be

   unobtrusive.  When the definition must be there yet not

   impede the flow of the writing, a dispersed, or emerging,

   definition can be used.  (177 68)

 

      Description of the object. 

 

      Arguments for...simple claims could go right to examples

   because all the predicates [descriptions] have relatively

   obvious meanings to most audiences.  Although you can

   argue for such claims without explicitly defining the

   predicate, the predicate is in a sense defined by the

   examples, both specific and iterative...or by the words

   with meanings related to or synonymous with the

   predicate.  (177 68?)

      In other words, the object's description can be

defined through (1) examples, (2) the dictionary, and (3)

the thesaurus.

      This possibily is the opening for different

individuals of the audience to attach different meanings to

the description.  For example, non-written art and history

interpretation are close to a matter of taste relative to

the interpretation of what the artist or historical figure

meant by their expression.  These non-written forms,



 

 

 

 

 

Wording                                        Theory W a180

however, are not argument!  And the human store of wisdom

stripped of its artifacts and myths, reduces to language

works available in libraries.

      Ways to define. 

 

      Using a synonym is the fastest way to define.

   (177 74) The word...is placed in a genus, a larger class,

   category, or group it can belong in, and second, the

   qualities that distinguish it from other members of that

   class are named; those other qualities are called the

   difference.  (177 76)

      Distinguish one member of a large class from others

   by:  (1) what it looks like, (2) how to make or do it,

   (3) what it does or is supposed to do, [and] (4) what it

   is made of.  (177 77)

      Since many words stand for collections of things, they

   can be defined by singling out one or more examples from

   the collection.  (177 81)

      An etymological definition defines a word by

   identifying its origins or roots.  (177 82)

      The genetic definition gives the origin of the thing

   rather than the origin of the word that stands for it.

   (177 84)

      Sometimes the best way to say what something is, is to

   say what it is not.  (177 85)

      A figurative definition...makes a creative comparison

   between the term under scrutiny and some other thing or

   quality that it literally has nothing to do with.

   (177 87)

      Operational definition presumably attempts to apply

   the scientific method to areas untouched before.

   (177 88)

      An operational definition is particularly useful for

   setting boundaries.  (177 89)

      If your operationsl definition is accepted by your

   audience, it is possible to settle an issue.  But...you

   can be fooled by the paraphernalia of quantification that

   goes into proving whether the tests set up by the

   operationsl definition have been fulfilled; the whole

   thing looks so scientific that you forget to ask whether

   the original definition is valid.  [Only if the "blunt"

   definition is not apparent.] (177 90)

 

      Benefit of definition. 



 

 

 

 

 

Wording                                        Theory W a181

 

      The more carefully and explicitly you define your

   terms, the more credence and respect your arguments will

   earn from most audiences.  (177 91)

 

      Ways to verify claims. 

 

      The means of verification are exactly the same as the

   ways in which you take in information in the first place.

   You simply reproduce in writing whatever verification

   convinced you.  Basically you are convinced of facts in

   three ways:  (1) you have seen and experienced them; (2)

   people you trust have told you about what what they have

   seen and experienced; and (3) experts have communicated

   the facts in books or articles...(177 137)

 

      Facts versus process. 

 

      When we look for causes we look back in time; we start

   with the completed event or thing and look back to see

   what might have caused it.  But causal thinking can work

   forward as well as reverse.  We can confront an event or

   thing and ask what effect it will cause.  Effect is the

   after and cause the before.  (177 147-8)

      In the laboratory, once a potential cause-and-effect

   relationship is identified, it can usually be tested and

   established with certainty.  That one thing causes

   another becomes a fact.  However, in most ordinary causal

   investigations, outside the controlled conditions of a

   laboratory, certainty is an unreachable goal.  We settle

   for probability.  That one thing causes another becomes a

   matter of argument, not proof, because most human actions

   cannot be repeated in the laboratory.  (177 177-8)

 

      Kinds of causes include condition, influence,

precipitating, proximate, remote, necessary, sufficient,

responsibility, absence of blockage, reciprocal [two-way or

 

circular (177 159)], and chance (177 149-61).

 

      Necessary causes that you can reason back to with

   certainty...do not help your thinking about causality

   very much.  You really want to know what caused these

   inevitable necessary causes.  Another kind of cause that

   is always necessary is the absence of anything to prevent

   the effect.  A [following] sufficient cause is one in

   whose presence the effect must occur.  We are on sure

   ground in identifying responsibility when the acts whose



 

 

 

 

 

Wording                                        Theory W a182

 

   causes we are investigating fall within someone's domain

   of responsibility.  (177 154-6)

 

      Agency and motives. 

 

      People do things to imitate one another, and they also

   do things to be different from one another.  People

   usually act to maximize their own good (as they see the

   good) with the least amount of effort.  People act to

   avoid pain.  Let us just say that certain fundamental

   motives, causes, or agencies of human action are widely

   accepted.  And the same agencies that move individuals

   also [remotely] move groups, communities, and even

   nations.  They too imitate, rebel, seek their benefit,

   and minimize pain and expense.  (177 175)

      Ways to evaluate can be based on asthetics of

proportion, distortion, contrast, harmony, craftsmanship,

associations, and moral consequence (177 228-33).  Weight

criteria (177 240-2).

      So what? "Argue about what things are and how they

got that way.  (177 266)" Then "ask the fourth and most

practical of the great questions:  "What should be done

about it?"  (177 265)" The other great questions are "What

is it," "How did it get that way," and "Is it good or bad?"

 

      Proposing to change the world. 

 

       The situation and audience will determine how specific

   a proposal needs to be.  You can adapt the method,

   choosing the parts you need for audiences in situations

   where a full proposal is unnecessary or inappropiate, (1)

   convince an audience that a problem exists, (2) suggest

   general or specific response to the problem, and (3)

   convince an audience that a specific action should be

   taken.  (177 266-7)

      The demonstration section of the proposal argument has

   a claim about a state of affairs for its thesis...

   (177 268)

      People may simply be ignorant that any effects exist

   at all...  Consequences may appear bad only from a



 

 

 

 

 

Wording                                        Theory W a183

 

   certain point of view.  The audience may be unaware of

   the extent of the consequences...  Listing effects when

   they are not known serves two purposes of informing and

   convincing; listing them when they are known may still be

   convincing.  Behind every demonstration of bad

   consequences stands an ethical evaluation, a judgement

   that the consequence is bad.  Any appeal to an audience's

   sense of what is right or wrong is an ethical appeal.

   You do not need to argue ethics; you simply appeal to

   them.  Place the situation in an ethical category that

   your audience will react to.  (177 270-2)

      Every proposal, even one to do nothing or to undo

   something, promises good things to come...  Such promises

   must be substantiated with causal arguments that predict

   how the proposal will bring about good things.  (177 278)

      Since the bad consequences follow inevitably from the

   cause that you want to replace, you will simply argue

   that once a critical cause is removed or blocked, bad

   consequences will disappear and good ones take their

   place.  You can also argue that not only is the situation

   brought by your proposal ethically right, but that the

   person or institution that acts to bring it about

   fulfills an ethical obligation.  (177 280-1)

      An argument for a proposition can vary in length from

   a paragraph to a volume (although an argument that

   requires a volume of support sits on top of a pyramid of

   smaller arguments).  (177 365)

      The thesis that might shock a particular audience is

   sometimes wisely withheld; instead, the readers are

   guided by a carefully structured argument to verbalize

   the suppressed thesis to themselves.  (177 370)

      The aim or thesis, and the depiction of the audience

appears in the title page of the aforemention form of

writing style chosen for this dissertation.

 

      Depiction of the audience. 

 

       Though it is perfectly possible to have such a vague

   audience in mind when you write, even that general

   audience has characteristics.  The writer may need to

   articulate what is knowable about the attitudes and

   assumptions of that audience.  (177 330)

      Reasonable people are open to reason, they are neither

   so intransigent that they will not listen to the other

   side, nor so weak-minded that they refuse to take a stand

   at all.  (177 330)



 

 

 

 

 

Wording                                        Theory W a184

 

      Final review questions.  (177 281-90)

 

   Why not before this?    (new circumstance, new knowledge,

   Can we afford it?                 blocking cause removed,

   Vested interest/s?                 not really a new idea)

   Can it really be done?

   Will it take too long?

   Reinventing the wheel?

   Tradeoffs - compromises?

   An orderly, sequential way?

   Comparison to another proposal?

   How do we get people behind this?

   First and each step stands alone?

 

Refute the opposing view 

 

      Go through the mental exercise of inventing opposing

   premises yourself, just to articulate other ways your

   subject might be approached.  (177 307)

      Review what can go wrong in definition, comparison,

   causal, evaluation, and proposal arguments.  (177 313)

 

      Definition and comparison. 

 

      An argument about a characterization or state of

   affairs goes wrong whenever the evidence and the thesis,

   particularly the definition of key terms, fail to mesh in

   a way acceptable to its audience.  (177 92)

 

      Cause. 

 

      The important characteristic of causal argument is

   plausible connection between cause and effect, that is,

   believable agency.  (177 191)

 

      Evaluation. 

 

      The potential weak spots in an evaluation argument are

   first the criteria, second the weighting, and third the

   evidence that the subject evaluated fits the criteria.

   (177 246)

 

      Proposals. 

 

      Since proposals are made up of arguments about the

   nature of things and arguments about causes, often

   combined in evaluations...(177 290) Also see above.



 

 

 

 

 

Wording                                        Theory W a185

 

      Refutation audit plan.  (177 313-4)

 

1. Summarize the controversy, the events, whatever reality

   the argument responds to.

2. Summarize the argument you are going to refute or state

   the position you are calling into question.

3. Test the argument against reality; ask for verification

   of the facts given.

4. Consider the type of argument and question whether the

   arguer uses inapplicable or insufficient support.

5. Look for imprecisions in word choice, meretricious

   emotional appeals, mistakes in emphasis or ordering, and

   offensive audience manipulation.

 

      Negative rhetoric. 

 

      Rhetoric has a negative connotation.  Even a writer's

   handbook advises "that rhetoric need not mean deception

   or manipulation.  (66 592)"

      Yet the aspiring writer has a need to save the good

from the history of rhetoric.

 

      Rhetoric tied to strategy. 

 

       Rhetoric is simply the strategic placement of ideas

   and choice of language - the means of making an intended

   effect on a reader or listener.  Focus on your goal to

   make a certain kind of impression on a certain reader.

   (66 28)

      The latter sentence gives rise to partonage - thus the

feeling of deception or manipulation.  To avoid the latter,

share a personal strategy with the audience - they will

choose based on the promoted merits.  Samples of their

 

thought:

 

      I am not an extremist,

      I know the other side and they are wrong,

      I see merit in the other side, or

      I concede one or more points to the other side.

 

      The stronger conviction you convey, the less

   moderation.  When an audience senses your intransigence,



 

 

 

 

 

Wording                                        Theory W a186

 

   your stubbornness, they naturally preceive you as less

   moderate.  And when you open your arms to every point of

   view, your fidelity to your own becomes questionable.

   Striking a balance is possible if the arguer, poised in

   the middle, is thoroughly convinced of his or her own

   position while understanding and acknowledging the other

   side.  (177 352-6)

 

      Voices wonted. 

 

      Any sentence without a pronoun or any other reference

   to writer ar reader is written in an objective voice.

   Most sentences in an argument are written in this

   background voice; the voices of I, you, and we are used

   for special effects, mainly in the opening passages,

   where writers introduce themselves, and in the closing

   passages, where they take leave and perhaps exhort their

   readers to action.

      The objective voice creates certain effects or

   impressions on the reader.  First, it offers no

   competition to the content of the argument, but allows

   the subject matter to claim all the reader's attention.

   Second, it diffuses, thought it does not eliminate, the

   emotional appeal of the argument.  And third, it

   downplays any egotism in the argument and replaces it

   with a voice the audience is more likely to preceive as

   authoritative.  Since argument by its very nature

   requires premises that more than one person could hold,

   the objective voice goes a step further and presents

   premises for anyone to hold.  (177 349)

      In other, less formal writing situations, if a

   personal experience was in any way the origin of your

   argument - something that happened to you or put you on

   the track of a conclusion - it need not be left out.

   Although it may have only a small place i your argument,

   it can have a large effect on your audience.  (177 333)

      Sentences...gain emphasis when I speaks them.  Second,

   you add the sense of a person going through a process and

   inviting readers to join in.  Finally, there are

   sometimes spots in your argument where you might lose,

   confuse, or alienate your readers.  You want to carry

   them over such spots...(177 334)

      When "we" talks in an argument, writer and reader get

   together in a friendly way.  (177 345)

 

      Questions. 

 

      Unlike the structuring question that you ask and

   answer for your readers, the rhetorical question is one



 

 

 

 

 

Wording                                        Theory W a187

 

   you do not answer.  When they find themselves mentally

   answering your questions, they are in effect talking with

   you.  (177 343)



 

 

 

 

 

Wording                                        Theory W a188

Section B5 - A personal-life library 

      Transition.  As the pounding on the current subject

continued past scores of pages, the question of, "So what"

was raised.  The context concerned choice to action in

reference to some personal flexible control standard on

output.  Thus again, "So what?"  Or should the question be

better stated as, "So why?"

      Importance.  If you aspire to be wise, as most people

do, you have the choice of providing wise output of (1)

remnant preservation, (2) colloquialism, (3) ritual, or (4)

hard copy.

      Basic writing composition education should include the

aspect of personal authorship and the building of a personal

library.  Reinforcement and support of this personal wisdom

building process should take place - that process of

critical reading, notes with sub-headings, findable filing,

composition, and distribution (sometimes publication).  Thus

individual and world wisdom grows.

      Junk accumulates.  People save things.  When we move

our home, we lament, "Where did all this junk come from?"

Yet there's a scholarly side of saving things.  Things gain

the status of memorabilia and antiques of considerable

value.  Presidential libraries are made of such things.  And

beyond the shapely things are the papers - collections of

words.  People, aspiring for value, write words - and



 

 

 

 

 

Wording                                        Theory W a189

wording traditionally identifies with wisdom.  Some of the

world accumulation is read more, and some read less.  Some

is organized better, with others organized less.

      Regardless of readability or organization, all people

can be a source of wisdom and the word.  Just the success of

greeting card companies proves that in the affirmative.

      People are collectors.  All people collect things

mainly as a sign of stability, perhaps even as a sign of

eternal life.  A previous table grouped the collections as

(1) artifacts, (2) personal memory, (3) myths, and (4)

libraries.

      The collection catalog.  Personal artifacts are the

product of individuals - including their output from job

work for an employer.  Pieces resulting from job work are

many times combined into a portfolio which represents the

wisdom of the employee - a portable personal library.

      Portfolio items are many times not a scholarly work in

themselves.  Yet they can serve as a reading which

contributes notes to a scholarly writing.  Thus they need to

be cataloged or filed in some way for future reference.  The

systems are numerous - from simple alphabetic and sequential

numbering right up to the Dewey and Library of Congress

systems.

      The contents of the author's collection of papers is

presented in the following table.



 

 

 

 

 

Wording                                        Theory W a190

                                                        a199

Table B31 - Contents of personal library 

____________________________________________________________

 

File  Contents from the front of the filebox to the back

____  __________________________________________________

 

box1  1-59

box2  60-89

box3  90-130

box4  131-149

box5  150-170

box6  171-187

box7  188-199

box8  200-224

box9  225-239 room

box10 240-244 book into dissertation

box11 245+ small box

box12 courses 033-390

box13 courses 400-682

box14 courses 696-799

box15 concord, wesley, 1986 letters

box16 terra tech

box17 ja & centralab ??

box18 ??

box19 ??

198         DeLong case

200         Arndt Automation

192         National Equipment & Mold

171         Emerson

55          Brunswick 1979 Annual Report

            Dezurik Project Procedure

            plus Dezurik stuff

12          Mercury spending control - see 155

            Mercury 1967 expense flow

55          Brunswick & General Signal Annual/Quarterly

161         DeZurik Profit Improvement Program 5 folders

163         other DeZurik   consistency transmitter product

            Concord faculty minutes

184         Centralab manual inventory control

67          Amdevco financing

old box3  Blue cash

145   Many advising and pre-registration folders

      attempt at Wesley closing

      Concord termination suit

      significant letters - find Ev's packrat confession

fone  program station    pause

MCI        pr m1             91336762483825 a pr

ingrid        m2 9501022 p p 09136823229    . ..

jan           1  9501022 p p 03163655904    . ..

mom           2              04149330720    . ..

sue           3              06147926196    . ..

chris         4              06142995513    . ..

nan           5              04199272262    . ..

nan work      6              04194489492    . ..

           pr *  9501022 p p 0              . ..

Last update to KAS = 010990

============================================================

REQUEST FOR REGULAR RESERVE                          Page ##

============================================================

Please sign the library slip if you use these materials.

All materials are located in Otto's reserve file boxes in

number order and are for in-library use or two hour

out-library use but NOT OVERNIGHT.  Other items are

available from Otto directly - office AB308 ext.533

(answering machine) 367-6248.

NO.      AUTHOR  TITLE (one copy of each)

for all courses ============================================

128     various  Minor consulting activities.

127     various  A strong administrative curriculum.

126     various  Writing composition Rackman Turabian 

                 amTechEdAssn

125    students  Computers & software available to students.

                 library access via computer ties

                                          to periodical list

3        KAS     79 KAS BA periodicals support student tasks.

5        Evans   WEEKLY ECONOMIC FORECASTS sponsored by AHMA.

7       various  Hints for reading more productively.

                                              Also see KAS 8.

8        Walter  Student success pp.6 25 59-62 65-66 79-94

                                                        SQ4R

10       Otto    Term 1988-1989 student learning choices.

                 [spring 89 missing]

17      various  Handbooks for Theory W analysis - see 150

19      Gardner  pp.65-6 Academic standards section of GS198

20       Friday  GS198 college success exercises

21       Cole    Facade (My Self): A View of Our Behavior

22       Cole    Controllers (My Choices): Our Responsibility

23       Cole    Helpers (My Needs): A View of Our Helpfulness

24       Cole    Holder (My Love): A View of Our Relationship

26       Otto    Integration with Instructor/Course Evaluation

                 [more info available - 2 of 28 for Fall 1989]

                 also 73

27       BC      Collection of Career Development materials

27       Career  The Jobhunter's Workbook - in above folder

                 job hunt blueboook

50       Otto    Spring 1989 student learning choices

51       Otto    White collar crime protection

53       Otto    Fall 1989 student learning choices

                                               [see 48 & 54]

58      wrkstds  Welcome to BC computing

65       JA      Complete Junior Achievement documents -

                 businesses formed, run, and liquidated by

                 high schoolers.

80      various  house organs for employees and community.

                 See 4.

95       Toast   Toastmasters International materials

100     various  Self-help supplementary texts

118     various  professional certifications with ethics

                 [see 81 & 93].

120     various  PERT, Gandt, CPM, student Theory Ws

                 pyramid visual

121      Otto    Student discipline & recommend letters.

137      Otto    Housing quality references - also resume 73.

                 move moving - also credit card papers from 

                 144 debit cards plastic

 

for accounting, banking, and finance courses ===============

129      Otto    Daily cash control examples.

11       Otto    Statements of Account -

                 Credit Union pushing loan sales.

12       Merten  Business checkbook

                 for budget spending control. See 122.

                 petty cash control - see 155

13       Wesley  General ledger of a College

14       Otto    Electronic banking

16       Otto    Weekly income statement reporting

32       Otto    Credit - collection procedures & products

37       Otto    Syllabi, schedules, pre-lesson outlines

40       Otto    FmHA loan application

59       Otto    Bill of material and standard cost - race 

                 engine

67       Otto    Note financing with Illinois National Bank

                 SPI financing - National is somewhere

93       NAA     Management Accounting magazine

116    Horngren  Cost Accounting for Professional Exams -

                 CPA, CMA, CIA.  A self-study approach.

122      BC      Budget committee spending control. See 12.

123     various  Variance analysis (plan vs actual)

                 objective spending control. See 12.

for management science courses =============================

124      Otto    Theory W - Atchison city manager application

25               CAD materials, disks, and instructions

33       Otto    Production and marketing plan by product

42      Messick  Trucker's daily log

45       PRIME   (1) Traynor's BASIC Programmer's Guide and

                 (2) Farrell's BASIC Programmer's Guide

46       Otto    Theory W worknet of Faculty Handbook

47       Otto    Theory W worknet of Faculty Manual

102      ATEA    American Technical Education Association  

                 atea

115    Anderson  An introduction to MANAGEMENT SCIENCE:

                 Quantitative approaches to decision making -

                 Management Science

       Render    Instructor's manual to accompany

       Stair     QUANTITATIVE ANALYSIS FOR MANAGEMENT (1988)

for marketing courses ======================================

2        Sears   CATALOG MARKETING NEWS -

                 use with KAS3 for 10 point articles

4       various  Trade and Customer magazines:  HARDWARE AGE.

                                     Insurance industry

                                     Car wash industry

                 also see 80         MICRO-LIFE

                          box19      DELE-HELP

                                     WALDENBOOKS

                                     U.S.GOVERNMENT

                                     SPECIALITY PUBLICATIONS

                          Fidelity's INVESTMENT VISION

                          Atchison   HOSPITAL ADVANTAGES

Example of MICRO-LIFE information - Nov-Dec 1989

p.1  Note the marketing target.

p.2  How do you keep in touch with your target market?

p.2  Importance of customer support.

p.8  Ties with the interests of 4BA383/2BA390.

p.25 Evolution of specific products.

p.28 Selecting font from inside the wp sotftware.

18       Otto    Marketing syllabi, lesson schedules, lesson

                 outlines for BA383 BA483 BA484 past and

                 current [attempt at Theory W application]

                 [transparencies not copied here due to cost

                 constraints]

52       Otto    Atchison Globe newspaper marketing plan

91      various  Incentives for return of warranty cards.

96               International challenges

117     various  Price structures

119              Microwave simulation

for course AC110 ===========================================

104      Larson  Study Guide for second semester chapters

                 15-28

106    Sprenger  Lotus problem solver

for course BA383 ===========================================

130      Otto    Sales organization.

6         Boone  Disk used to work indicated problems in the

                 text and the study guide.  [might need

                 additional setup]

15        Boone  STUDY GUIDE for BA383 [order thru bookstore

                 to get workbook credit preapproved by Otto]

34               Videos on-order - not in collection yet

                 satelite program schedule

35     Schnaars  Micro computer simulation software on disk.

                 See Otto (KAS 36) for user's guide if you

                 get stuck.  MUST BE ORDERED VIA BOOKSTORE

                 for student extra credit.  [double folders,

                 probably original was `lost' temporarily]

36     Schnaars  Micro computer simulation User's Guide for

                 BA383.  [also has left over exploration

                 materials]

for course BA390 ===========================================

1           Lee  CORPORATE FINANCE:  THEORY...  Another view

                 of our Gittman and the extension of finance

                 knowledge.

68      Mercury  Directing resource allocation.

38      Pinches  Approaches to financial planning - chapter

                 22

39       Gitman  STUDY GUIDE for BA390

41       Otto    Springfield proforma supplement

43          SPI  Selling a dream - financial proformas -

                 general manager appointment - my claim with

                 the U.S.District Court general info -

                 health insurance - forms

60       Otto    Machining center

61       Otto    Oil facility

62       Otto    Plant expansion

for course BA460 ===========================================

9        Dennis  Decision-making models on two disks.  For

                 original disks see KAS 66.

28       KLM     KLM growth mission poster material

29       Snyder  Futurist thoughts

30       PBS     National program service

31      KC Star  Sunday TV section

55      various  Annual reports - mission and future

                 orientation

56      Concord  College faculty handbook - president's

                 vision - outreach program - closing and

                 suit - evening coordination (behind 56)

72      BC Pres  Annual President's Reports.

103     BC       Manual for faculty and staff 1988-1989 -

                 see 98

105     Sawyer   Business policy and strategic management

                 :planning, strategy, and action - another

                 text

for course BA483 ===========================================

44       Otto    Kinnear case introductions and objectives

for course BA484 ===========================================

57       Weijo   Disk of Lotus 1-2-3 Templates for Kerin

                 text cases.

for access to Otto's personal items ========================

                 Call at his office AB308 x533 or home

                 367-6248 (answering machine).  48 Otto

                 Rationale for % grade curve (KAS 76) -

                 student point logs

49       Otto    Review of Traynor syllabi

54       Otto    100% retention project and past student

                 cards.

63       WSJ     Economics review of the WSJ words of the

                 week.

64       Otto    Teacher and adviser accountability - master

                 college teacher

66               Original disks for KAS 9.

70       BCadm   Administration of workstudy function.  KAS

                 58

71      various  Advisee planning system. TIe to KAS 58.

76       Otto    Grading mechanics and policy

69       Otto    Integration with BC Business Manager

73       Otto    The Expert Worker resume - atchison resume.

                 changed to evaluation statistics

74       Otto    Transcripts.

75       Otto    References.

77      various  Administration shotgun material.

78       chair   Administration rifle material.

79      various  Book and text ordering information -

                 interlibrary forms in Faculty Manual

81      NAA,etc  CMA continuing education including local

                 chapter

82      various  Faculty ideas about BC organization.

83      various  Fall 1989 Benedictine student choices.

                 Dissertation disk 7 (BC) HD 5-1/4 Hyundai

                 Tmaker Next job disk 6 from CPM (BC) Todo

                 etc disk 5 (BC) Full disk 4 forcing 5 (BC)

                 Personal letters etc disk 2 (HLO) at

                 residence?

84       Otto    Nacogdoches facility plan. 54 pages.

85       Otto    Nacogdoches facility plan appendix.  Pages

                 55-207.

86       Otto    Selkirk warehouse improvement program.

                 72+57+5 pages.  GE

87       Otto    NAA 1984-1985 program booklet and member

                 roster.

88       Otto    Various business reports - Conrail

                 locomotive network master plan Zanesville

                 modernization program Request for SBA loan

                 (see FmHA) Financial background information

                 - Springfield Plastics, Inc.  including

                 forecasts

89      various  Disks which support Otto's operation

                 Original software at residence Otto's

                 MicroWorks disks 8/12 9/13 10/14 11/15

                 (4BC) Backup of original software

                 Formated 3-1/4 & 5-1/4 disks without

                 data Bad 5-1/4" formats without data -

                 three folders

90      Otto     Old office schedules/signup sheets and

                 student choice lists for 1989-1990 -

                 general BC materials - Rick, Brian letters

92       BC      1990 physical records - see 141  (dental?)

94       BC      Circuit newspaper

97               Retirement folio - IRA, TIAA-CREF social 

                 fica

                 security FICA also see 144-monthly, 

                 131-fidelity

98       BC      Faculty Handbook - see 103

99       Otto    Lesson 0 - zero - #won - specific why

                 selection

101      Otto    Peer facilitation - Cooperative learning -

                 GS198 BC

108      Otto    Learner's Work Evidence development

131              Retirement folio - Fidelity

                 also see 97-retirement, 144-monthly

132              KS unemployment with resume fragments

133   Safeguard  manual accounting system - student forms

134              Coops and cartels

135              MBA thesis - R&D expense control - BA298

136              Management Achievement Plan (MAP) spending

                 control

138              Dancing - square and ballroom dance

139 hard assets papers

140 recent clothes purchases - assets

141 physical evidence - medical records - w/o exec physical

                 records ambiance - health records

143 writer's handbook

 

144 monthly finances - credit card/check papers to 137

    also see 97-retirement 131-fidelity

146 evidence of 1990s regional college difficulties

147 Benedictine College faculty job description, faculty

                 meetings, immediate boss relationship -

                 includes PR public relations

148 addiction information

149 divorce and past relationship gray binder

150 BC recruitment materials as an entrance to lesson zero

151 quoted in-company seminar course to ATT

152 NC accreditation self-study - BC    vision revision

153 State of IL - credit union supervision - personnel

                 system - review comments - standard by-laws

                 - worknet of mergers - also see legal size

                 file

154 In-company lesson text on financial justification

155 Mercury Marine time reporting and budgeting - including

                 layoffs - including scheduling - including

                 plant reporting Mercury Marine engineering

                 financial control deterioration       map2

156 Special products business formation

157 West Virginia Institute of Technology - faculty handbook

                 - job offer materials

158 Curving to national (world) norms - test feedback into

                 lessons

159 Teaching style

160 Condec SEC 10-K

161 DeZurik cost improvement program

162 asa umpire

163 DeZurik's professional traffic involvement and other

                 things

164 SPI Springfield Plastic activity procedures

165 General procurement information

166 Inventroy control - manufacturing absorbtion - standard

                 cost

167 honda misc

168 wesley closing

169 wellness - campus ministry

170 100% retention program

171 Emerson and CMC certified management consultant

                 including consulting proposals and SPI's

                 Wes.L

172 zanesville consulting papers

173 current letters to HLO - `49er' letters behind

174 salt river project consulting papers

175 range kleen consulting papers

176 wesley student notebook sheets - student choices

177 wesley faculty handbook

178 wesley meetings

179 SBA materials - small business

180 wesley employment

181 accounting function - SPI mercury

182 IL selective service

183 IRS audit

184 inventory control - Lima - etc.

185 religious education - Powell

186 T1000 and other computer books - laplink - 3sxl/25

187 Europe

188 proposal composition - see 135 for research paper

                 ingredients

189 PhD BGSU

190 Schenk Trebel accounting system

191 benefits - Brunswick personal benefits report - General

                 Signal savings & stock ownership plan

193 tmaker manual

194 Terra Technical College TTC - community college work

195 General Electric GE production control system or 

    Schenk Trebel

196 general job instruction - see systems 190, 71, 133, 153

197 calculator book - camera information

198 court dealings - restitution - small claims

199 taxes last five years

201 advisory committees

202 Range Kleen - one of 5000 items of its type

203 W.W.Dyer's books

204 Looking Out For #1

205 quality control and circles

206 Grey Itch Does God Exist?  Introduction To Psychology

                 Living Issues In Philosophy Personal

                 Awareness :A Psychology Of Adjustment

                 Making Moral Decisions Declaration On

                 Certain Questions Concerning Sexual Ethics

                 Your Perfect Right :A Guide To Assertive

                 Living The Magic Of Thinking Big Fatherhood

                 Vocational Rehabilitation The Role Of The

                 Christian Family In The Modern World

                 :Apostolic Exhortation I'm OK - You're OK

                 Winning Through Intimidation How To Be Your

                 Own Best Friend Building Positive

                 Self-Concepts The Effective Executive How

                 To Manage By Objectives the subject of

                 identity from Psychology In Management A

                 Credo For My Relationship With Another

                 Introduction To Psychology :Exploration And

                 Application

207 material requirements planning - MRP

208 Fielding organization development PhD program in two

                 volumes and workshop materials

209 SEC quarterly reporting and corporation quarterly

                 reports

 

210 Kensington University business administration PhD

                 program KU ku

211 family and extended family - see Church section of

    Theory C

212 CMA exam

213 customer service - production planning - DeZurick

214 new products - Centralab

215 new curriculum ideas 158 testing to national norms -

                 exams

216 meeting rules - Robert's Rules Of Order

217 job descriptions - also see faculty handbooks and

                 performance evaluations - wage

                 administration

218 computer costs

219 subchapter XI bankruptcy

220 government operating regulations

221 asset control and depreciation

222 JTPA - displaced homemakers - Women Helping Women -

                 displaced workers PIC EDWAA

223 directorships - board of directors

224 Human Resource Management - personnel - employee

                 handbook

225 AYH and maps and local tourist materials - hike bike

                 walk   ayh   volkswalk   wolkssport

227 political involvement Perot UWES uwsa

228 bridge

229 1994 relatedness   also 1995   also 1992-prior

230 walmart job, unit rail non-job

231 1993 relatedness cases

232 personal growth case of 1993

233 blue bio book

234 the mind

235 theory c

236 una-usa united nations association og kansas city

237 library use info

238 client side

239 AARP NRTA aarp

240 experience unlimited NE job service EU

241 ADA ada Ada

242 clowning

 34 job interview materials - Johnson State interview

243 time and motion study - workplace layout

244 actualizations

245 1987 personal

g246 1995 relatedness cases 95xxxx.xxxfiles grayFolder 

    villageChurch church

247 old TRS80 printouts

____________________________________________________________

g=green



 

 

 

 

 

Wording                                        Theory W a200

      Electronic advantage.  With electronic writing, no

paper amasses.  The output will only have a use depending on

future personal choice measured against the flexible control

plan of the individual.  The control plan of previous

tables, for example, is not flexible - it exists as it is.

That does not mean that another improved edition could not

be produced.  It simply represents a certain stability of

thought - a definite expression.  A building block for

another use - thus life and wisdom proceed eternally.

      Where then does this certain stability of writing come

to rest?  The answer is the library.  It could be a personal

library or the world-wide library system.  The former is

absolutely necessary for the aspiring prolific writer and

entirely within their control.  Just imagine a personal

accumulation of your own thoughts and accomplishments,

organized into a tool to be used to promote future

 

growth.63 What, then, actualizes a personal library?

      Practical test.  Can the scholar be organized?

Rather, the scholar is expected to be organized - yet many

times is not.  When low organization happens a weakness   ____________________

 

      63 Everyone needs existence, relatedness, and growth

action (per the Alderfer, Dyer, Maslow chain of thought).

And each individual translates those needs into an

expression of wants.  That assumes they are not catatonic.

The expression is either colloquial or printed - a simple

choice.  But to explicitly and concisely organize the

complexity of wants and their actualization is, for me, the

ultimate enjoyment.



 

 

 

 

 

Wording                                        Theory W a201

occurs which needs to be strengthened for the sake of the

whole.  Thus we manage our organization resources -

hopefully in a scholarly way.  And the way of one's life

builds to the why of one's life and the why of the groups

comprising the world.  Thus organization is important to the

individual as well as the group - contrary to the "wisdom"

that an organization is a group.  Theory W stands to also

apply organization to the individual.

Self-communication 

      Many writers rationally decode the code of the world

 

and enforce clear critical thinking upon the writer-self.

 

       Thinking clearly is a conscious act that the writer

   must force upon himself, just as if he were embarking on

   any other project that requires logic: adding up a

   laundry list or doing an algebra problem.  Good writing

   does not come naturally...  (156 12)

 

      "Be yourself."  (156 21)

 

      That means

 

  (a) being relaxed and confident (156 21),

  (b) conveying I-ness (156 23),

  (c) writing for yourself, not an audience (156 26),

  (d) learning to write by writing (156 59),

  (e) unifying the tense and the purpose (156 60),

  (f) gripping with a lead (156 65-6),

  (g) weaving in freshness, novelty, paradox, humor,

      surprise, unusual idea, interesting fact or question,

      and a portion of quotes (156 82),

  (h) associated people and places (156 96),

  (i) using punctuation and mood changes (156 113-5),

  (j) moving with simplicity and logic through a

      technological jungle (156 134),

  (k) stressing appreciation of the ability for clear and

      concise statement of an idea (156 145),

  (l) reviewing to report (156 169), and

  (m) critiquing serious work in the context of your promise

      of scholarship (156 175).



 

 

 

 

 

Wording                                        Theory W a202

 

Table B32 - An example of a personal library poem 

____________________________________________________________

 

The exploring writer wanders near and far,

He opens the door a bit - here and there.

A reader wonders what is behind the door ajar.

He searches for a mental fit - here and there.

 

The writer answers his wandering quest,

With many a reader on the guess.

 

The writer wails,

"Has the reader any questioning spirit left?"

From their second year when "Why" drove the parents bereft.

 

So why do we wail and fry?

Why do we cry and why does our anger fly?

And if we dare soar about, are we wry?

 

Do we progress, bit by bit?

Are we sharing the world's wit?

Or from time to time, do we throw a fit?

 

The world certainly gives us a try.

So why has our brain undergone a fry?

On account of our peace, do we even want to know why?

 

As a child we ask why,

   showing curiosity about knowing the end aim,

The answer to why could well be

   the answer to an eternal enjoyment claim.

And some would even claim wisdom as fame.

 

With a limited life time, seems right to seek wisdom,

So that at our end, we do not judge our selves dumb.

 

With limited life time then, critically read on and on,

Lest your next hour to enjoy, be again gon'.

____________________________________________________________

Note: One of Otto's originals - others are available.

      Is death done? My career is death - to die trying,

striving, and searching is my plight.  I have fallen down

again and again, yet I look up.  I lay here seeking peace in

a waring world.  This war of worlds is within me as well as



 

 

 

 

 

Wording                                        Theory W a203

in the closeness of others.  I lie alone.  I am awake in my

self-made coffin.  Regrets will not change the circumstance.

      When I choose, I get up from my resting place to

attempt relatedness.  I share my time.  I disclose my

thoughts.  I attempt to be a partner.  I fail, retreating to

recoup in my personal business.  I am a sole proprietor.  I

am the proprietor of my soul, the proprietor of my heart,

the proprietor of my spirit.  I work for me.  Therein lay my

charter.  My work can bring me joy, love, and freedom.

      I sun.  I travel by bike, by foot, by car, by plane,

and by intellect.  I speak to my needs of existence,

relatedness, and growth.  I fall down.  I look up thinking I

am alive.  I question, "Does anyone need me?"  My answer, "I

need me."

      Thus I work to structure my choices so that my

business of needing is balanced and worthy.  I write for my

personal library so that it speaks of me and to me.

      How many hours will I work until my death is done?

The dissertation argues for recognizing whole hours, that

means (1) without a decimal, and (2) wholelistically human.

Post-morteum 

      One purpose of the dissertation was to develop a

writing style.  The dissertation accomplished that with some

interesting realizations.  The first realization was the

importance of the computer language requirement.  The



 

 

 

 

 

Wording                                        Theory W a204

computer-language course requirement for the PhD program

fell short.  But to write a dissertation electronically was

a major accomplishment.  Many advocate a third party

preparation of the dissertation.  That results in a faster

finished product but it shorts the PhD learning process.

      Electronic writing provided many temptations to print

hardcopy.  In all cases the hardcopy was of marginal use -

becoming instantly obsolete.  The most legitimate use of

intervening hardcopy was for visualizing a major

reorganization - and then, only a close-line copy of the

contents would be printed, only to be destroyed, almost

immediately, by improvement notes.

      Absolute mastery of what the computer does comes out

of writing electronically.  And the improvement of typing

skills goes without saying.

      A detailed contents takes the place of an index but

makes the contents too voluminous for practical use.  In

writing, however, the detailed contents proved to be

mandatory.

      Communication mode differentiation.  In the final

stage of my dissertation process I pause to add this

differentiation of research communication modes.  I have

experienced many of them and look forward to experiencing

the others.  The modes differentiated are the term paper,

the research report, the professional paper, the thesis, the



 

 

 

 

 

Wording                                        Theory W a205

dissertation, the research monograph, and the book.

 

       The term paper is based on a library investigation of

   some topic and rarely involves laboratory work.  In

   schools where both opportunity and encouragement make it

   possible, the student may make a field study of a problem

   in one or more business firms.  (234 78)

      The business research report sequences its parts as

(1) state problem, (2) summarize conclusion and

recommendations, (3) detail the procedure, and (4) analyze

 

detailed results (234 79).

 

       The professional paper...is such that the problem is

   one which faces many companies and the solution presented

   may be adapted by many companies....The principle

   divisions of such an article are problem, method,

   results, discussion, and summary.  (234 80-1)

      The thesis in the business school is a more rigorous

   report of an investigation than a discursive essay

   demonstrating skill in rhetoric....The development of a

   mathmatical model and its rationale might require only 20

   pages.  On the other hand, a comparative study might well

   run well over 100 pages.  (234 82-3)

      The meaning of dissertation is to argue from the

   viewpoint of the expert in the field....It may be

   critical, normative, conjectural, or speculative....The

   criterion should be that the work makes a really original

   contribution to man's knowledge.  It may be a

   contribution to basic theory or to an actual business

   problem....A length of 120 to 200 pages is fairly

   typical.  (234 83-5)

      The research monograph...is usually a form of

   communication among scholars in a particular field, and

   as such, has a limited audience.  Since the monograph is

   usually longer than a article but shorter than a book,

   publication of the business research monograph is usually

   supported by a university press, a bureau of business

   research, a research foundation, or by the author.

   (234 85)

      And there are books, with which we are all familiar.

The broader the book's appeal, the better the chance for

publication.



 

 

 

 

 

Wording                                        Theory W a206

      Dissertation types.  From the above quote, the four

types of dissertations are critical, normative, conjectural,

and speculative.  The dictionary (61 sv) provides a measure

 

of differentiation detail.

 

       Critical - 1c: exercising or involving careful

   judgement or judicious evaluation: discriminating,

   careful, exact; d: including variant readings and

   scholarly emendations [2a: corrections or alterations

   made in the emending {1: to free from faults or

   defects: better, improve}].

      Normative - 3: creating, prescribing, or discovering a

   norm [1: an authoritative rule or standard: model, type,

   pattern].

      Conjectural - 2: inference from defective or

   presumptive evidence [1a: giving grounds for reasonable

   opinion or belief].

      Speculative - 1a: not established by demonstration:

   theoretical.

 

      Criticism. 

 

      Criticism at its best: stylish, allusive, disturbing.

   It disturbs us - as criticism often should - because it

   jogs a firmly held set of beliefs and forces us to

   re-examine them.  (156 175)

      Theory W dissertation type.  Theory W, obviously

theoretical by its name, is more than speculative.  Theory W

bases on actual case study.  However, the application to a

large organization has yet to be accomplished.  The

dissertation attempts to demonstrate the practicality of

Theory W application.

      Toward the accomplishment of more and larger

application, the Theory W dissertation provides a norm for

further development.

      Because of the low number of case studies, and the



 

 

 

 

 

Wording                                        Theory W a207

developing nature of a norm into law, Theory W can be viewed

as conjectural, especially when organizations in need are

not able to generate a specific want to fulfill the need.  A

written Theory W will help to clarify the practical

availability of a functional organization structure.

      Theory W means to criticize the way we organize our

world.

      Future publication.  Five years of college teaching

experience gave rise to a peer facilitation experiment which

increased student study time 15 percent.  Publication

efforts await dissertation and PhD completion.

      A dozen years ago I regretted not writing about

work-related topics.  Since then, school papers received

good grades, but a writing style and writing nature have

been elusive.  Employment, PhD schools, and family have

provided opportunity for failure.  And that thought takes us

back to the beginning of this appendix to begin again.

      Theory W provides a consolidation for the opportunity

to succeed in employment, teaching, and family.  Yet most of

all to succeed as a self.

      Through the dissertation project and writing

investigation, my whole life became writing oriented.

Toward that end there have been letters, journaling and

Theory C.  Theory C has some fuzzy publication possibility,

too fuzzy to even use the term probability.



 

 

 

 

 

Wording                                        Theory W a208

      Distraction oriented? With whole-life writing

orientation, and the tracking of whole hours, the amount of

"wasted" time and various distractions came to

consciousness.

      The production of evidential work takes time.  And the

product of wise thought should turn to evidence sooner or

later.  The alternative, having no evidence, loses it's way

beyond momentary use.  Having no way in support of a whyful

aim, the alternative has no meaning.

      To put off evidence till later usually associates with

distraction.  Distraction can be of two types, (1) accepted,

or (2) chosen.  In accepting distraction, we have a weakly

organized aim.  In choosing distraction, we say "No" to an

organizationally aimed task - the task performance is "No."

      "No" performance evaluation could use the support of

an organizational partner - a facilitator to bring the task

leader to the organized task.

      Accepted distractions depend on one's standards of

wisdom.  Does one accept newspaper articles as wisdom?  Does

one accept radio commercials as wisdom?  Are we wisdom

oriented by nature?

      Wisdom can be seen as the fulfillment of individual

needs.  Scientific humanistic psychology provides universal

need definition as a hierarchy of existence, relatedness,

and growth.  To fulfill our universal needs, we, as in each



 

 

 

 

 

Wording                                        Theory W a209

of us, must continually build a hierarchy of actualizations.

To build actualizations means that we must resist

distraction.  Is taking a minimum wage job a distraction?

Is attempting to be married a distraction?  Is writing a

 

distraction?  The individual organization answers....



 

 

 

 

 

                                               Theory W a210

 

                         JOURNALING

 

           Aiming at higher personal productivity

              by removing or releasing blocks

                   to energy and action.

 

                             by

                          H.L.Otto

                             to

                      Personal Library

                          File ab6

 

                      Atchison  Kansas

                        October 1993

 

                  Runner: Directing energy



 

 

 

 

 

Wording                                        Theory W a211

 

Section B6 - Journaling 

 

      Journaling course

      Notes about death

      Works cited

      Context.  An aspiration of writing, or rather wording.

      Summary.  Look for patterns in aim and blockage.

      Next.  Reinvent existence, relatedness, and growth

fulfillment.

 

Works cited 

 

1m H.Peterson (1993) Journaling as a spiritual experience.

   Prarie Village KS: The Village Church.

2m A.Broyles (    ) Journaling: A spirit journey.  Nashville

   TN: Upper Room.

3m N.Goldberg (    ) Writing down the bones.      : Sha    .

4m B.Stoner & G.Palmer (1993) Death:  The trip of a

   lifetime.  Public Broadcasting Corporation: KCTS

   Television.

7m B.Baker (1993)"The mind connection."  NRTA bulletin.

   v.34,n.9 Washington DC: National Retired Teachers

   Association.

8m H.Geist (1968) The psychological aspects of retirement.

   Springfield IL: Thomas.

Journaling course 

      A good aim seems to be a more whole consciousness of

self and the world, wisdom if you will, yet definitely

including the expression of feelings.  Journaling keeps the

 

mind focused.

 

       Psychiatrist G.Solomon...says, "The mind and body

   cannot be separated.  The mind is the brain, and the

   brain is part of the body.  The brain regulates and

   influences many physiological functions, including

   immunity.  Mental and physical well-being are

   inextricably intertwined."

      Solomon...has spent 25 years studying the biological

   mechanisms by which emotions, stress, attitudes and

   behavior affect resistance to disease.  "We have studied



 

 

 

 

 

Wording                                       Theory W a212

 

   people with a variety of illnesses, and people with very

   good coping skills tend to have a greated speed of

   recovery."  (7m2)

      First class.  The Village Church of Prairie Village KS

offers excellent educational challenges.  One opportunity

involved formalized training in journaling.  The first class

oriented the participants with several prompts.

      As who I am, I introduced my tradition as a

combination of family, religious, educational, and self

experiences.  My specific interest in this class being the

further development of self writing in the context of the

number of whole hours I have until I die.

      My experiences in journaling began in 1982 with a

personal search for meaning in the light of the collapse of

my models of marriage, family support, job security, career

transition and becoming generally too old in the eyes of

many.  In my eyes however, I will be forever young.

      My first eleven years of journaling progressed from

scralled notes, to marginal notes in books, then to the

attempted integration of further education course work, a

period of intense letter writing, several attempts at

jamming journaling into dissertation appendicies, and

spinning off fragments of life philosophy into something

called Theory C-ing.  Previous to that I kept desk calendar

notes which were job oriented.

      Several books on journaling were referenced in the



 

 

 

 

 

Wording                                       Theory W a213

first class (2m) (3m).  I am encouraged to be completely

honest (2m14), to let my wrinkles show (3m43), and to choose

one positive step, one definitive act (3m??).

      For the first week's homework in learning formalized

journaling I am to write about my daily events.

      My daily events amount to those which I choose as

topical, since many other important events of the world are

purposefully sidetracked, although I do spend time watching

media accounts of, for example, Russia and Somolia.  I do

give passing thanks that I am not personally affected.

      First week.  The daily events which affected me on day

one, center around the opportunity for formalizing my

learning about journaling.  Day one began with television

until four in the morning.  This amounted to something of

the nature of soak time after playing couples bridge with my

former boss who fired me and who remains my landlord.  They

had splendid cards, he plays well, and they won big.  I sort

of watched for what my feelings were and listened for what

they shared.

      At bridge I saw regret over bad cards, apologies over

bad play, and superficial attempts at personal sharing.  I

was aware that I was not active listening - not willing to

share where I was because on first thought I saw the setting

and the individuals as inappropiate.  On second thought, the

setting and those people, including myself, were not



 

 

 

 

 

Wording                                       Theory W a214

interested in sharing "energy in the form of intellect and

culture."  The quote comes from my adjacent day-two work

with the task of rationalizing my death in words comfortable

to me.  The vehicle for my work was the taped television

program entitled "Death: The trip of a lifetime."  On third

thought, the bridge setting did represent intellect and

culture, yet was limited in providing what I need.  Thus my

dysfulfillment, perhaps as valid frustration, should not be

directed at the "best bridge game in town," but rather at

seeking other opportunities.

      I think that my opportunity-of-need may be loving

validation.  Others, quite naturally, want me to be

fulfilling of their needs.  And with first thought, I am

willing to be instrumental in the "addict's" need

fulfillment.  Yet my needs must also be filled.  On second

thought, the strong use of the word addict can be tempered

with the use of the word dsyfunctions - the other's

dsyfunctions, and my dsyfunctions.  My dsyfunctions are

summarized by my recent falling performance in the last

several weeks.  The journaling class affords, as I

experienced in the first class, loving validation.

      Although I experienced validation in the journaling

class, I do not see that journaling, after the class

concludes, will provide the love that I desire.  However,

journaling will set my mind straighter as to the next step



 

 

 

 

 

Wording                                       Theory W a215

in my life.

      In the process of life-stepping, I have been willing

to acceed to the lifestyle of a potential significant other,

yet as I have recently experienced, a "good woman" eludes

me.  Thus I get on with a single-life style, with secondary

glances at a potential married-forever partner.

      Day-one brought to my single-life style the inclusion

of self-discovery and the getting-centeredness of journaling

versus the introversion of writing a diary.  The definition

of diary refers to journal, but the definition of journal

refers to a journey (61 sv).  Thus I am on this single-life

journey, and further thought projects that even when

married-forever I will be able to maintain my single-life

 

journey.64

      In a spiritual, intellectual-pilgrimage, and religious

sense, I will use my natural God-given resources to bring

forth whatever from me.  Bringing forth will save you, what

you do not bring forth will destroy you.  And with that

 

____________________

 

      64 1a: travel or passage from one place to another,

d(1): the course of one's life from birth to death, (3): an

often extended experience that provides new information or

knowledge beyond that which one might normally

acquire: TRAVERSE.65 (61 sv)

      65 Traverse.  1a: to move or go across or along,

c: to move or dodge from side to side, 4: to slide one's

blade in fencing toward the opponent's hilt while exerting

prolonged pressure on his blade, 5: to make a traverse in

climbing or skiing <one can zigzag or traverse up any length

of slope with the least effort - Hans Georg>.  (61 sv)



 

 

 

 

 

Wording                                       Theory W a216

journaling class advice I move on to relative clarity, new

insights, understanding of my part in various systems, and

the general enjoyment of talking about ourselves.

Journaling gives us permission to be ourselves, to let go of

everything to be stripped and vulnerable and thus religious

(3m36)

      Day-one thus becomes closed with a spirit whereby all

my single-life tasks of wholehours bring me in each step, a

certain journaled fulfillment.  Yet my life remains

incomplete.

      Day-two began with world events, specifically a

high-powered panel airing thoughts about Somolia.  I watched

and contemplated my non-existence in those events.  Then I

completed watching the four hours of "Death: The trip of a

lifetime."

      I have a handle on my lifetime spending in wholehour

units but I do not have a fulfilling handle on the wholeness

of each week's set of hours.  I am anticipating that this

week will be more fulfilling because of my calculated return

to bridge and further socialization in the Kansas City area.

I feel fulfilled with the further understanding about what I

stated on day-one - "the number of hours I have till death."

I see that "there is a least one kind of immortality...we

draw from the past and leave for the future - energy in the

form of intellect and culture....that is available to



 

 

 

 

 

Wording                                       Theory W a217

 

everyone.  (4m)"

      Day-two upon awakening I was aware of a dream of

collecting, from various places, almost along a route of

some sort.  I proceeded to sleep back into the dream.  I was

aware of people helping me take this load of something, the

people were indistinct yet the trail was too soft to

continue the journey.  I went on with my day, enjoying the

weather, the fall colors, and my freedom - several time

overcoming self-criticism.

      My dreams had the setting of the Missouri Valley

bluffs and, in places, seemingly impassable mud where roads

used to be.  During the last several weeks I have biked

approximately 400 miles.  To bike a long distance usually

brings the inability to walk normally when stopping.

However, with a more leisurely pace as an analog for a

lifestyle change, I walked when I felt like doing so.  I

collected a two-liter, a half-gallon, and several refills on

my biking journey without knowing the exact circumstances

beforehand.  I collected several pennies, a dime, a quarter,

and a twenty dollar bill as I biked, one penny I dug out of

the asphalt.  I thought, "What will other people think of me

prying a penny from the road's surface?"  Again, I resisted

self-criticism.  Thus I am developing new attitudes along my

life journey.

      In the second-half of my dream the load seemed to be



 

 

 

 

 

Wording                                       Theory W a218

of the shingle-bundle variety, like on the truck which I

cautiously followed the day before.  Yet the load and teh

indistinguishable vehicle never became bogged down in the

mud.  I could see that the road was impassable and I simply

halted any attempt at proceeding.

      If the collection part of the dream was connected, my

collecting would just have to stop until the road conditions

were different.  Of course I could always devise an airboat

or helicopter but that exceeds my means and the dream.  My

faith in my life choices take on more security now that I

"mind my own business" and "take my time."

      Wisdom comes in many forms, the scriptures are one of

those forms, and likely, when assignment comes in journaling

class, I will make use of the concordance in referencing

scriptures.

      My daydreams consist in being married-forever and

escaping the codependence of choosing the wrong women as

potential mates.  What I need must come in actual

partnership.  A partnership which would hopefully include

real spontaneous dialog.  Thus I could conclude that

journaling does not directly contribute to relatedness.

Resultant growth and challenge must be practically funneled

hierarchically to self-existence, relatedness, and growth.

      Now I drive in the car and choose to journal not

because of any event but as a way to funnel daydreaming.



 

 

 

 

 

Wording                                       Theory W a219

Then the car notes are transferred to computer by choice -

journaling has become time-consuming and obviously

introverted.  Will someone eventually listen?  Perhaps the

term soulmate applies?  I use the term partner.

      If my functional life-agenda calls for a partner, then

I must not be passive.  I must be assertive with my self.

Yes I must react to the journaling class assignments, but in

the context of my functional-life goals.  My personal card

speaks of a progression of talking, synergistic activity,

and closeness in the context of married-forever partnership.

And my priorities demand the completion of my dissertation,

etc.  My partnerships will develop from the synergism of my

activities - I am alone in me.  Am I thus free but sad, or

just less joyful?  In my freedom I form my own culture,

dirty car and all.

      Does journaling provide the play of the inner-child?

Is journaling inner-child's play?  Inner-child's activity?

Activity contributing to intellectual growth, bringing along

preceeding tradition and culture.  My activity can be in

service to others, yet I must resist the trait of assuming

the wisdom of formal authority in caring for me.  Does this

mean that I cannot take care of myself?  That I run out of

energy in attempting codependent partnerships?

      Multi-member organizations are made to cooperate, not

to fight.  Formal authority exists to stop infighting, not



 

 

 

 

 

Wording                                       Theory W a220

to personally profit by the resultant chaos.  How then do I

handle the result of leaving the infighting, turf

protecting, and personal profit?  This line of thinking

reflects a scattered brain!

      How can I be non-adversarial yet assertative?  Answer

lies in my activities.  The shallowed safety of groups

rather than the depth of one-on-one?  I seem to have fenced

myself from whatever, claiming that I do not have the

energy.  I now run to another city where still no one cares

for me.  A life without being cared for, thus I continue to

walk off to the horizon, never arriving, and no haven for

return.  Yet my validation of worthiness must come from my

activities.  One activity being journaling for the discovery

of self - the assertive self.

      Day-three I awoke to type the above, prompted by the

day-two steering wheel notes.  My dreams were of the golf

range, another group was teeing from the dock where one

woman was hit by a hook from my proximity.  She had minor

injury, if any, proceeded to stand on the left leg bringing

the right ankle up for checking with the right hand.  Then

she proceeded to sit on the dock and was distracted in her

own world to the point of laying backward over the edge of

the boardwalk, and proceeded to fall back, defying her

stability on the dock, surprisingly "sliding" backward over

the edge of the unrailed boardwalk and into the water.  Her



 

 

 

 

 

Wording                                       Theory W a221

feet followed over the edge like she was having to pull

herself into the water.  Her feet disappeared with another

lady golf partner rushing to her aid.

      As I typed the above, I thought that this could apply

to my attitude about Patricia not calling me, sliding from

my consciousness.  Yet I knew that consciously in the

immediate past.  Now I have taken the time to rediscover and

document to the exclusion of other activity - like sleep.

Can I then claim advantage, that journaling replaces sleep

and other unproductive hours with writing practice.

      Day-three brought an examination of the context of

events and how I contextually feel when events occur.  In

the past I have used good and bad to describe feelings

polarity.  Upon revaluation I now use positive and negative

to describe feelings polarity.  I considered the possibility

that feelings could be both positive and negative but

discarded that possibility.  Mixed feelings are probability

layered and with practice can be separated.

      Negative feelings were felt over the discovery of a

list of banned books being promoted by the St.Joseph MO

public library and the American Library Association.  With

investigation I found the three organizations that were

visible and myself to have positive actions.

      Returning to a more general view of actions and their

resulting events, I question if a more balanced life would



 

 

 

 

 

Wording                                       Theory W a222

mean less intense joy.  In the past my intense positive

accomplishments were counterbalanced with the intensity of

compulsion, including sex, home improvement, car

maintenance, community service, curch service, children's

activities, continued education, and job overtime.  Was one

or more of these, if any, an addiction?  In addition, I felt

as a codependent.  To validate that feeling I claim that my

mother was addicted to fear and hate, and my father was

addicted to alcohol and reclusiveness.  More recently, I

claim that a significant-friend Patricia, by her own words,

depends on finding a husband who will support her

financially intense compulsions.

      Intense individuals, I think, definitively increase

the probability of getting facilitated by their wanting and

willing the needed actions.  Circumstances influence an

event happening.  Thus to choose to act within a context of

favorable circumstances would tend to increase the

probability of having a positive event come into reality,

like my browsing in the library, "choosing to be distracted"

or "choosing to be recreative" or "choosing to be

re-creative."

      Re-creative brings me full circle back to the liberal

arts concept of my mechanical engineering bacheloreate days

of the late 1950s.  At that time, the word creative was most

enamoring.  Since then, I see myself as forever creating and



 

 

 

 

 

Wording                                       Theory W a223

re-creating.  Thus a distinction of events comes forth -

creative and re-creative.

      With event distinction I can separate the divisions of

 

my life into the categories of creative and re-creative.

 

Table 34 - Creation of positive-feeling tasks 

____________________________________________________________

 

Life-task     Creative         Re-creative

____________  _______________  _______________

 

sleep                          fully positivea

self relate                    mixed feelingsb

relationship  fully positivec

job           fully positived

writing       fully positivec

exercise                       fully positivea

assets                         mixed feelingsb

dissertation  fully positivec

____________________________________________________________

      a Free, loving, and joyful.

      b A weakness in living my life and perhaps subject

to journaling.

      c More and more through wanting, willing, and

acting.

      d As in returning to the enthusiasm of the past.

      Thus the journaling challenge can be specifically

applied to excessive sleep-time, excessive limbo-time, and

the time which should be spent to correct substandard asset

maintenance.

      The aspiration of prolific writing includes prolific

as being abundant, assorted, diverse, extensive, myriad,

numerous, plentiful, voluminous, creative, fertile,

fruitful, and productive.  Not the appearance of creative,

verifing my being of the correct posture for me, yet always



 

 

 

 

 

Wording                                       Theory W a224

wonting to improve.

      Day-four began with seeing the previous night's dream

as my part of a team who brought outlying Indian religious

cultural organizations in touch with broader affiliation.

They needed to be validated against their fear and then left

alone to do their thing yet have the recognition and support

of the broader culture.  I was up ready to work rather

choosing to go back to sleep.

      Day-five dreams saw me in war, calmly eliminating the

enemy with an automatic weapon.  Probably the result of

watching the news immediately before retiring.  Then, with

sleeping in, and going back to the same dream, I acquired a

duffle of ammunition then proceeded to misplace it.  The

shooting ceased and I found myself at a newly build

small-town meeting place for some undefined social function.

I had some interface with several ladies yet ended up

noticing a large opening to the outside next to an

electrical panel.  The new construction needed finish caulk.

Outside I can across a weak clothes-line prop and I showed

someone how it worked.  The day was uneventful relative to

the implementation of my life tasks.  Minor events occured

with no need for journaling.  Past events and the context of

future events were rewritten as part of appendix B.

      Began the six-week Village course on reconciling with

my inner child.  I took my smiling photograph of me as a



 

 

 

 

 

Wording                                       Theory W a225

two-year old.  I am revolting more about the seeming several

decade shift of our culture in perpetuating victimization.

On the other hand, I found the class and its homework

stimulating.

      Day-six began with immediacy erasing any recollection

of dreams, if any.  In taking the day to bike over 90 miles,

the mode of superhealth came to mind as I most comfortably

completed the trip.  Recently I have biked perhaps 500

miles.  In the evening I "fell" to ice cream, cheese curls,

and the intention to watch an entire baseball game.  I did

not succeed, yet the permission was significant.  Both the

biking and the eating could be an indication of my intensity

that could be intrepreted as addiction or codependence.  I

stopped at the library to scan the definition of intensity -

I returned several days later to add the following about my

intensity.

 

      1a: extreme strength, force, or energy, b: extreme

   depth of feeling: passionate quality: extreme

   sensibility, c: the quality of aesthetic or intellectual

   emotion or excitement: compactness of artistic statement

   or expression: depth of conviction, e: strenuous of

   effort or application.  (61 sv)

      Received symphony tickets which I gave to Patricia as

a way of shutting off the oportunity for codependence in a

seemingly impossible balanced relationship.  I was taking

most of the initiative, talking was not substansive (my

active listening needs attention), and I took her statements



 

 

 

 

 

Wording                                       Theory W a226

about a lifemate at face value.  I did not fit the profile

of having to take care of her financially.

      Began day-seven getting right into car maintenance, a

worthwhile priority.  In trying to remember the previous

night's dreams, they are already fuzzy, I am tired, and the

best recollection feels of difficulty and uneasiness.

Appropiately so because of the preceeding bike activity and

little sleep the night before.  I feel skiddish and ornery -

a general feeling.

      I am fat!  The pants and wide belt arrangements do not

fit!  Of course I pigged out on goober and tomato juice

while enjoying TV.  However I am not quite disgusted with my

actions - other pants do fit.

Second week 

      Assignment involves sleep-dreams, with a far-second

substitute being the interpretation of day-dreams.  I need

to fire up that hand recorder.  Journaling helps me to focus

on listening more actively.  Communication apparently needs

linearity, something that writing helps "straighten" out.

      Appropiately, my dream involved struggle, and I was

winning.  The last two opponents were very worrisome with

the struggle never really finalized.  I am getting really

good at flowing the rationalized words to the page.  I rose

early proceeding to work on the dissertation after, of

course, journaling.



 

 

 

 

 

Wording                                       Theory W a227

      In journaling class, I did my inevitable, observing

that dreams, if in fact they were God speaking to us, seemed

to be negative.  The prompt was successful, people were

fumbling to remember positive dreams and our leader will go

back to her concordance to look for, as she labeled them,

"sweet dreams."  I am pleased that she will do this for me.

And in general, if I active listen more, people may do a lot

more to fill my needs, all following my minding my own

business.

      My business of observing and active listening better

was also exemplified in the dialog exercise of our second

class.  The setting was to be chaplin and patient in a

pre-operation discussion.  My attention went to my humorous

yet serious recovery room experience.

      Chaplin enters, "Hi, Mr.Otto, how are you feeling,

just getting out of surgery?"  "Fine, feeling fine,

Chaplin."

      "Do you have any concerns in life, Mr.Otto?"  "No,

everything's fine Chaplin."

      The chaplin has a certain uneasiness, as if he had

trouble recognizing God right there within everybody.  "Have

you come to know God in your time of need?"  "Yes, Chaplin,

I have seen God, I have seen Jesus, I am at peace right now,

and I feel that God is with me."

      "Well, Mr.Otto something must be bothering you."  Tell



 

 

 

 

 

Wording                                       Theory W a228

me about it."  "Chaplin, seems to me that you have a need to

find something wrong with me, or better, that I find

something wrong with myself that you can help me fix!  I

choose to see myself as knowing God and knowing Jesus.

Their spirits are with me.  Before this third surgery, like

the two previous surgeries, I knew that there existed a real

probability, however small in number, that I simply would

not wake up from anesthesia - no explainable cause - and

none needed.  I accepted that possibility of immediate

death.  I've led a full life, and now that I have survived

this surgery, and am normally healthy again, I will continue

to lead a full life.  And if God blesses me I will lead a

wholistic life which touches on superhealth, physically and

mentally.  How is your life going, Chaplin?"

      "My life is not the purpose in this visit.  You are

the person in bed, you are sick, you need the help!  So tell

me what help you need!"  "Hey Chaplin, I am just out of

major surgery, it was completely successful, I just got my

pain shot, I am resting here in the recovery room, I am nice

and warm, there are no drafts, everything is clean, the food

is good, I have stereo headphones to listen to classical

music, and friends, including yourself, come to visit.  What

more do I need right now?"

      "Mr.Otto!  You need to be saved!"  The nurse enters

and saves me from the chaplin, asking him to leave.  I



 

 

 

 

 

Wording                                       Theory W a229

rested fine that evening, recovered fully, and still need to

be saved.  I always have and I always will work on saving

myself from me.  Not to mention every other person who has

something to sell.  Just because people have something to

sell doesn't mean that you need to buy.  "So Mr.Otto, what

do you need?  And in what way can you and chosen others fill

those needs?

      Since I was up late and up early this day, I napped

and naturally dreamt of my sentence to die, in a vividly

detailed place, with other people present, children playing

very creatively against a definite risk of getting seriously

hurt, oriental cooking, and my encouraging a lady to try

some oriental food.  The dream reflected the above chaplin

dialog and the new oriental restraurant I drove past the

previous evening, wondering what quality of food they

offered, and how many calories.

      Time journaling indicates an ongoing problem with the

application of my time.  My expectation reflects intensity

yet my performance does not reflect instant genius.  The

dissertation writing process develops with difficulty.

Developments to date permit me to apply writing skills to

this work.  Will I ever get the dissertation finished?  Yes,

at the same time I develop into an evidenced whole person.

      The intensity fragment expanded to the

autobiographical element of the dissertation, baring the



 

 

 

 

 

Wording                                       Theory W a230

title "Liking sex, loving self, loving a life-partner, and

living life intensely - short of addiction."  The previous

day the title was "Willingness above illness: Choosing and

working my way to uphold wellness."

      Thursday brought transformation in beginning to

relieve my personal library constipation.  Plus the car now

stands relatively clean.  Everything can be claimed in

working order.

      Friday was a rainy sleep-in morning whereas I ended my

dream frolicing with a lady and her two elementary aged

school kids.  Ingrid was not on my mind previously and I

think the dream lady had blond hair.  Ah, fantasy -

hopefully evidence of good mental health.  What would

indicate mental superhealth?

      Can't remember Saturday's good dream.  But the day was

good, seems as if I have a life.  The humor of "Sliver"

triggered analysis of the privacy issue coming to the

closing line and message, "Get a life!"  The life getting

advice was directed at (1) the under-thirty guy who watched

his apartment tenants in between designing video games and

working out, (2) the career gal of 35 who most recently gave

her life to a seven year marriage, (3) the impotent writer

of sex and violence who killed for shame, and (4) me.

Life-getting wagers against narrowness of mind.  Sage avice

comes with "Of all the things I've lost in life, I miss my



 

 

 

 

 

Wording                                       Theory W a231

mind the most."  Life-getting relationships are (a)

animalistic, i.e., procreation, and (b) intellectual, i.e.,

pleasure.  Human life-getting, monolopizing intellectualism,

finds pleasure in positive feelings, i.e., joy, love, and

freedom.  For the sensual oriented these feelings are called

emotions, thus redefining positive feelings as sight, smell,

touch, hearing, and taste, like in animalism and

procreation, for I see sex as intellectual.  Thus I ask

potential life-partners, "Do you like sex?"  I've found that

many do not!  Thus scarcity and self agenda keep me from

marriage-forever, but I will return to the quest.

Self-agenda needs catagorize as a hierarchy of existance,

relatedness, and growth - with the harmony of re-creating

being more successfully developed most recently.

      Sunday's dream, if any, washes into obsecurity.

Extended sleep dreams were varied and seemed not worthy of

note.  Afterthought places several recent dreams as fix-it

oriented.  However the dreams are more apartment/catherdral

oriented than psychological.

      Monday visited with Irene and will use Wednesday

breakfast with her as forcing a scheduled early rise.

Evening class brought to light my parenting responsibility

for my self.

      Tuesday looked into parenting books.  Too many books

from which to choose.



 

 

 

 

 

Wording                                       Theory W a232

      Wednesday continued with sweet dreams where I seemed

to be motoring, and definitely moving along a rolling grassy

pathway associated with a river.  The water never entered

the dream nor did I cross bridges.  Their was a gathering a

some big meeting/eating place but the food nor the people

were focused.  The previous evening I was watching a bike

ride documentary where they went down into a narrow dry

river canyon with a dirt road and I was probably hungry.  My

idea is to stop this writing and integrate same into my

daily log, but I don't know if I want to continue with this

amount of writing energy when dissertation and publication

goes wanting.  Notes for the Inner Child class have been

very productive today.

 

Retirement 

 

       Although finances are important...the chief aim should

   be the "proper" self-expression and continued

   opportunities to make some contribution to life around

   them.  Liesure and efficiency are really secondary

   activities, compared with the continual use of human

   beings for human values.  Whatever the living arrangement

   entered upon, the prime consideration...is that of a

   healthful routine...[with] special provision for their

   greater fatiguability, attitudes of discouragement and

   self-disparagement, and weakness of perceptual and

   coordinative responses.

      Whether one is happy...is determined frequently by the

   presence or absence of unfulfilled interests...  The

   durability of interests is much more important than their

   nature, since they now furnish the outlet for energies

   formerly given to their job or position.  (8m 115-6)

 

Notes about death 

 

      We've got to die and leave here, no matter how much

   success we've had so far avoiding, delaying, or



 

 

 

 

 

Wording                                       Theory W a233

 

   redefining death.  And that realization of our mortality

   seems to change us.  Once you agree that now is a

   acceptable time, when you die becomes less important than

   why, and where, as we seek the good death in earnest.

   (4m)

      One man who found what he sought - he had cancer, so

   he knew how he would die and approximately when.  Where

   was his only concern.  He and his family had made

   preparations for that...  His passing looked like a bad

   death but it wasn't because he discovered that a good

   part of where was with whom.  (4m)

      Preparation allows us to become masters of our mind,

   almost as if knowing the process is more important than

   the process itself.  "Then...  with this as a preparation

   - as a plan - or this as a clear idea with different

   options, then it is much easier to face that future, and

   much better with that kind of preparation than just to

   sit and wait....  Whether there is afterlife, life after

   death or not, it is better to make this kind of

   preparation.  If there's no life after death, it doesn't

   matter."  (4m)

      "I let go of trying to hold on...  and I felt an

   enormous amount of strength when I let go knowing that

   this was either going to work or it wasn't."  (4m)

      If we can control why we die, take that rare

   opportunity to die for a cause or a reason, then all the

   other questions of the last moment of our death - when,

   where, how - are unimportant both for the dying and for

   those who never forget them.  (4m)

      The good death is the one that comes at the end of a

   good life - life lived with spirit until the last moment.

   (4m)

      Some people perfer to cope with grief and loss

   alone...  a story of someone like that, but more than

   anything else...  a love story.  (4m)

      A hard time making a leap of faith in a belief in an

   afterlife but...  there is a least one kind of

   immortality...  we draw from the past and leave for the

   future - energy in the form of intellect and culture....

   that is available to everyone.  (4m)

Third week 

      Integrated journaling with daily log and other

 

writing.



 

 

 

 

 

Wording                                       Theory W a234

 

Table 35 - Wholeness day by day 

____________________________________________________________

 

awake

aware of sweet dreams

travel to WORKplacea

LEARNING equals growth

unable to restrict EATINGb

healthy RELATIONSHIPSc

EXERCISE alternative

masturbating TOUCH

tv entertainmentd

SLEEP

____________________________________________________________

Note: All-capital words indicate cause of revitalization and

universal basic human needs.

      a A restaurant, library, or park setting, rotating

to keep the restart process going.

      b Addiction - present compulsion.

      c Addiction - keep in check.

      d Addiction - recent compulsion.

 

Table 36 - Basis of daily wholeness 

____________________________________________________________

 

steering-wheel clip board

ability to change locations

ability to provide writing timea

____________________________________________________________

      a Introverted writing time addiction - past

compulsion.  Retirement, forced or voluntary, provides

writing time and time for relationship partnership and

friendship mutuality.

Fourth week 

      The challenge was to bring a focal point to class.

Another person shared a reading about injustice in the

 

world.  I journaled about the reading as follows.

 

       I think.  Therefore I am?  I am, from time to time,

   touched by a living hell, either through my own oor

   another's hand.  When I'm in this hell, I say, "Who in

   this hell am I?"  Who in this hell are you?  And you?



 

 

 

 

 

Wording                                       Theory W a235

 

   And you?  I ask each of us, "Who am I in the midst of

   this hell?"  I am a person who chooses to do something -

   a little something.

      The least something would be to do nothing.  We may

   merely watch.  And what do we think as we watch?  Or are

   we numb and dumb?  Are we overwhelmed?  Do we turn our

   minds away in despair?  Have we given up?  Certainly we

   have not given up as in the sense of sacrifice.  But have

   we given up our minds?  Have we lost our minds by

   choosing not to think?  Respect, encourage, and challenge

   the ability to think.  Think about a little something

   that you can do.  Most importantly, think about what you

   can choose to do.

      I ask for a little something from your mind - that

   richest source of seeing the truth of resurrection, of

   rebirth, of renewal, of a new pathway for one, some, or

   many human beings.  Bring the resurrection of your god

   out of the opiate category!

 

      Closing thought.  If having trouble, a) call a friend

for coffee and journaling, b) begin "I remember...," c) take

a 15 minute walk to look for pink things, d) journal the

first 30 minutes of your day, e) what is your earliest

memory, f) whom have you loved, g) describe your favorite

street, h) a frightening time, i) a teacher, j) first sexual

 

experience, k) one line of poetry, l) ....



 

 

 

 

 

                                              Theory W a236

 

APPENDIX C - DISSERTATION DELIMITATION 

 

     Aims at validly probing the index of world wisdom,

       the Library of Congress Subject Headings (50)

 

                             by

                          H.L.Otto

 

                        Atchison  KS

                         June  1990

 

                   Runner: Curbing wonts.

Section for foreword 

      The following can be seen as an exercise in reading in

a very large index list consisting of four large books

representing world wisdom.  The entrance to the list being

the author's interest in administration.  The exit from the

list being the Library of Congress classification numbers.

for immediate stack browsing and interlibrary loan search.

      Other literature reviews are University Microfilms and

encyclopedias.

      Summary.  The trail through the list begins at

Administration, leads to Management, then through Business

and Educational Administration and their subheadings.  The

result was the topic of "matrix organization."  A review of

the physical library stacks whose LOC catalog numbers are

listed in the table below.  Subsequent study became one of

the inputs into this dissertation's bibliography.  A

previous listing from the LOCSH 10th edition was used by the

 

proposal.



 

 

 

 

 

Limits                                         Theory W a237

 

Table 37 - Subject heading topic search 

____________________________________________________________

 

Subject heading                Possible topic heading

______________________________ _____________________________

 

Administration             USE subdivision under type name

                               Administration of estates

                               Administrative law

                               Management [see below]

                               Political science

                               State, The

Business administration    USE Industrial management [below]

Educational administration USE School mgt and organization

                               Universities & colleges - Adm

                               [see below]

Industrial management          (may subdivide geographically)

 

   Here are entered works on the application of the

principles of management to industrial enterprises,

including production, office management, marketing, finance,

etc.  Works on the technical control of manufacturing

processes are entered under Factory management.

                      USED FOR Business administration

                               Business enterprises - Mgt

                               Corporations - Management

                               Industrial administration

                               Management, Industrial

                               Rationalization of industry

                               Scientific management

                 BROADER TOPIC Management

                 RELATED TOPIC Business

                               Industrial organization

                      SEE ALSO subdivision under group names

               NARROWER TOPICS Assembly-line methods

                               Big business

                               Break-even analysis

                               Business intelligence

                               Business logistics

                               Classification

                               Controllership

                               Corporate governance

                               Corporate planning

                               Delegation of authority

                               Efficiency, Industrial

                               Employment stabilization

                               Factory management



 

 

 

 

 

Limits                                         Theory W a238

 

                               Industrial management

                               Industrial hygiene

                               Industrial procurement

                               Industrial productivity

                               Industrial sociology

                               Industry - Location

                               Management audit

                               Management by exception

                               Management committees

                               Management games

                               Management rights

                               Managerial economics

                               Marketing

                               Materials management

                               Matrix organization

                               Physical distribution

                               Production control

                               Production management

                               Production standards

                               Ratio analysis

                               Sales management

                               Service industries - Mgt

                               Shift systems

                               Small business - Management

School mgt and organization    (may subdivide geographically)

                 LB2801-LB2997 Organization and supervision

                 LB3011-LB3095 Management and discipline

 

   Here are entered general works on the administration and

organization of schools.  Works on the supervision of

instruction within schools are entered under School

supervision.

                      USED FOR Educational administration

                               Inspection of schools

                               School administration

                               School inspection

                               School operation policies

                               School organization

                               Schools - Inspection

                               Schools - Mgt & organization

                 BROADER TOPIC Educational planning

                               Management

               NARROWER TOPICS Ability grouping in education

                               Articulation (Education)

                               Catholic High Schools - Admin

                               Class size

                               Classroom management



 

 

 

 

 

Limits                                         Theory W a239

 

                               County school systems

                               Curriculum consultants

                               Double shifts (Public schools)

                               Educational acceleration

                               Elementary school adm

                               High schools - Administration

                               Instructional matls personnel

                               Junior high schools - Admin

                               Monitorial system of education

                               New schools

                               Performance contracts

                               Personnel service in ed - Adm

                               Personnel service hi ed - Adm

                               Private schools - Business mgt

                               Public schools - Business mgt

                               Race relation in school mgt

                               Schedules, School

                               School adm buildings

                               School adm teachers

                               School administrators

                               School attendance

                               School boards

                               School city, state, etc.

                               School credits

                               School discipline

                               School districts

                               School improvement programs

                               School management teams

                               School personnel management

                               School plant management

                               School size

                               School supervision

                               Schools - Records & corresp.

                               State departments of ed

                               Student-adm relationships

                               Students, Transfer of

                               Teacher participation in adm

                               Teachers - Selection & appt

                               Vocational ed - Adm

Universities and colleges - Administration LB234

                  LA410-LA2270 Other countries

                      USED FOR Educational administration

                 RELATED TOPIC University autonomy

                      SEE ALSO institution names - Admin

               NARROWER TOPICS Campus parking

                               Campus size



 

 

 

 

 

Limits                                         Theory W a240

 

                               College administrators

                               College adm - selection

                               College discipline

                               College personnel mgt

                               College presidents

                               College trustees

                               Dept chairs (Universities)

                               Personnel service

                               School credits

                               Student registration

                               Students, Transfer of

                               Teacher participation in adm

                               Univ & colleges - Business mgt

                               Univ & colleges - Departments

                               University cooperation

Organization

                 RELATED TOPIC Management

               NARROWER TOPICS Communication in organization

                               Comparative organization

                               Industrial organization

                               Interorganization relations

                               Line and staff organization

                        HD58.5 Matrix organization

                               Organizational behavior

                               Organizational change

                               Organizational effectiveness

                               Planning

                               Resource allocation

                               Secretariats

                               Symbolism in organizations

Management           HD28-HD70 (may subdivide geographically)

 

   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.

                      USED FOR Administration

                 RELATED TOPIC Industrial relations

                               Organization

                      SEE ALSO group names - Management

               NARROWER TOPICS [37 groups ommited]

                               Business

                               Command and control systems

                               Communication in management

                               Decentralization in mgt

                               Delegation of authority



 

 

 

 

 

Limits                                         Theory W a241

 

                               Executives

                               Management by objectives

                               Management committees

                               Management science

                               Managerial economics

                               Matrix organization

                               Negotiation in business

                               Organizational behavior

                               Organizational change

                               Organizational effectiveness

                               Planning

                               Resource allocation

                               Secretariats

                               Social sciences & mgt

                               TV in management

                               Work measurement

Management science             T55.4-T57.97

 

   Here are entered works on the application of systematic,

logical, and mathmatical methods and techniques to the

solution of problems of management.

                      USED FOR Quantitative business analysis

                 BROADER TOPIC Management

                               Problem solving

                 RELATED TOPIC Decision-making - Math models

                               Operations research

                               Statistical decision

____________________________________________________________

Note: (50 sv).

 

 

 

 

 

 

                                               Theory W a242

 

                      THE MYTH MASTER:

                     NOTES AND THOUGHTS

         ON THE WORKS OF JOSEPH CAMPBELL AND OTHERS

 

                A personal library essay for

                  whomever shows interest

                 in weaving the fringes of

                          Theory W

 

                             by

                          H.L.Otto

 

                      Atchison  Kansas

                        October 1990

 

                       Runner: Myths



 

 

 

 

 

Myths                                         Theory W a243                                    

 

APPENDIX D - THE MYTH MASTER 

 

      Religions have reason

      West and East always separate?

      Why the weight on this subject?

      The individual's wisdom

      Masculine against feminine

      Input into Theory W

 

      Mythology [is] sacred to primitive people; it was as

   if their myths contained their very souls.  Their lives

   were cradled within their mythology, and the death of

   their mythology...meant the destruction of their lives

   and spirit.  (265 1)

      The study of philosophy leads to the concept of

universals, and the concept of universals leads to the

concept of mysticism.  For contrast, mystic awe sits on the

side of freedom - on the side of fear sits daemonic dread.

On the side of sitting, sits bewilderment - on the side of

not sitting, sits salvation, redemption, or release in

action.  To the extent that certain religions emphasize

freedom and action, they promote good feelings.  To the

extent that they promote fear and bewilderment, they promote

bad feelings.  Thus, in general, religion mixes good and bad

- and philosophy offers a more pure approach to

understanding the why of salvation, redemption, or release

by the action of the individual.  And some religions

accentuate individuality more than others - the world of

religion offers untold complexity to the possible conclusion

of bewilderment.  Yet there are general differences - East

and West, for example.



 

 

 

 

 

Myths                                         Theory W a244                                    

 

      The religions of West and East support human actions

for different purposes.  First the reasons for religion are

presented, then comes a differentiation between West and

East, followed by an emphasis on individual wisdom.

 

Works cited 

 

196 J.Campbell (1949,1968) The hero with a thousand faces.

    Princeton NJ: University Press.

197 J.Campbell (1962) The masks of god: Oriental mythology.

    New York: Viking.

255 R.A.Johnson (1974) He: Understanding masculine

    psychology.  New York: Harper & Row.

265 J.A.Sanford (1974) Mythology and our knowledge of god.

    The introduction to 265 R.A.Johnson p.1.

      St.Paul's Episcopal Church, San Diego CA.

 

 Religions have reason

 

      Religions of the world.  They are not the same.  They

   have different histories.  The first and the earlier to

   appear we may term wonder in one or another of its modes,

   from the mere bewilderment in the contemplation of

   something inexplicable to arrest in daemonic dread or

   mystic awe.  The second is self-salvation: redemption or

   release from a world exhausted of its glow.  (197 35)

 

West and East always separate? 

 

      Two completely opposed mythologies of the destinity

   and virtue of man...have come together in the modern

   world.  And they are contibuting in discord to whatever

   new society may be in the process of formation....the

   wise men westward of Iran have partaken of the fruit of

   the knowledge of good and evil, whereas those on the

   other side of that cultural divide, in India and the Far

   East, have relished only the fruit of eternal life.

   (197 9)

 

      Mythology definition. 

 

      Mythology has been interpreted by the modern intellect

   as a primitive, fumbling effort to explain the world of

   nature (Frazer); as a production of poetical fantasy from

   prehistoric times, misunderstood by succeeding ages

   (Muller); as a repository of allegorical instruction, to



 

 

 

 

 

Myths                                         Theory W a245

 

   shape the individual to his group (Durkheim); as a group

   dream, symptomatic of archetypal urges within the depths

   of the human psyche (Jung); as the traditional vehicle of

   man's profoundest metaphysical insights (Coomaraswamy);

   and as God's Revelation to His children (the Church).

   Mythology is all of these.  The various judgements are

   determined by the viewpoints of the judges.  (196 382)

 

Why the weight on this subject? 

 

      Tell...that new-born babies are brought by the stork.

   He [the learner] hears only the distorted part of what we

   say, and feels that he has been deceived....  (196 vii)

      The unconscious sends all sorts of vapors, odd beings,

   terrors, and deluding images up to the mind....These are

   dangerous because they threaten the fabric of the

   security into which we live, and of ourselves and our

   family.  But they are fiendishly fascinating too, for

   they carry keys that open the whole realm of the desired

   and feared adventure of the discovery of the self....

      Psychoanalysis, the modern science of reading dreams,

   has taught us to take heed of these unsubstantial images.

   (196 8)

      The bold and truely epoch-making writings of the

   psychoanalysts are indispensible to the student of

   mythology; for, whatever may be thought of the detailed

   and sometimes contradictory interpretations of specific

   cases and problems, Freud, Jung, and their followers have

   demonstrated irrefutably that the logic, the heros, and

   the deeds of myth survive into modern times.  In the

   absence of an effective general mythology, each of us has

   his private, unrecognized, rudimentary, yet secretly

   potent pantheon of dream.  (196 4)

 

      Relationship without individuality. 

 

      The myth of eternal return, which is still basic to

   Oriental life, displays an order of fixed forms that

   appear and reappear all through time....

      There is therefore nothing to be gained, either for

   the universe or for man, through individual originality

   and effort.  Those who identified themselves with the

   mortal body and its affections will necessarily find that

   all is painful, since everything - for them - must end.

   But for those who have found the still point of eternity,

   around which all - including themselves - revolves,

   everything is acceptable as it is; indeed, can even be

   experienced as glorious and wonderful.  The first duty of

   the individual, consequently, is simply to play the given



 

 

 

 

 

Myths                                         Theory W a246

 

   role...without resistance, without fault; and then, if

   possible, so to order his mind to identify its

   consciousness with the inhabiting principle of the whole.

   (197 3-4)

 

      Individuality without relationship. 

 

      For the West, however, the possibility of such an

   egoless return to a state of soul antecedent to the birth

   of individuality has long since passed away; and the

   first important stage in the branching off can be seen to

   have occured in that very part of the nuclear Near East

   where the earliest god-kings and their courts had been

   for centuries ritually entombed: namely Sumer, where a

   new sense of the separation of the spheres of god and man

   began to be represented in myth and ritual about 2350

   B.C.  The king, then, was no longer a god, but a servant

   of the god, his Tenant Farmer, supervisor of the race of

   human slaves created to serve the gods with unremiting

   toil.  And no longer identity, but relationship, was the

   paramount concern.  Man had been made not to be God but

   to know, honor, and serve him; so that even the king,

   who, according to the earlier mythological view, had been

   the chief embodiment of divinity on earth, was now but a

   priest offering sacrifice in tendance to One above - not

   a god returning himself in sacrifice to Himself.

   (197 6-7)

      In the course of the following centuries, the new

   sense of separation led to a counter-yearning for return

   - not to identity, for such was no longer possible of

   conception (creator and creature were not the same), but

   to the presence and vision of the forfeited god.  Hence

   the new mythodology brought forth, in due time, a

   development away from the earlier static view of

   returning cycles.  A progressive, temporally oriented

   mythology arose, of a creation, once and for all, at the

   beginning of time, a subsequent fall, and a work of

   restoration, still in progress.  The world no longer was

   to be known as a mere showing in time of the paradigms of

   eternity, but as a field of unprecedented cosmic conflict

   between two powers, one light and one dark.  (197 7)

      The first historic manifestation of the force of this

   new mythic view was in the Achaemenian empire of Cyrus

   the Great (died 529 B.C.) and Darius I (reigned c.521-486

   B.C.), which in a few decades extended its domain from

   India to Greece, and under the protection of which the

   post-exilic Hebrews both rebuilt their temple

   (Ezra 1:1-11) and reconstructed their traditional

   inheritance.  The second historic manifestation was in



 

 

 

 

 

Myths                                         Theory W a247

 

   the Hebrew application of its universal message to

   themselves; the next was in the world mission of

   Christianity; and the fourth, in that of Islam.  (197 8)

 

      Individual relationship to external reality. 

 

      But now - and here, I believe, is a point of

   fundamental importance for our reading of the basic

   difference between the Oriental and Occidental approaches

   to the cultivation of the soul - in the Indian myth the

   principle of ego, "I" (aham), is identified completely

   with the pleasure principle, whereas in the psychologies

   of both Freud and Jung its proper function is to know and

   relate to external reality (Freud's "reality

   principle"): not the reality of the metaphysical but that

   of the physical, empirical sphere of time and space.  In

   other words, spiritual maturity, as understood in the

   modern Occident, requires a differentiation of ego from

   id, whereas in the Orient, throughout the history of at

   least every teaching that has stemed from India, ego

   (aham-kara: the making of the sound I) is impugned as the

   principle of libidinous delusion, to be dissolved.

   (197 15)

      In the classic Indian doctrine of the four ends for

   which men are supposed to live and strive, love and

   pleasure (kama), power and success (artha), lawful order

   and moral virtue (dharma), and, finally, release from

   delusion (moksa) - we note that the first two are

   manifestations of what Freud has termed "the pleasure

   principle," primary urges of the natural man, epitomized

   in the formula "I want."  In the adult, according to the

   Oriental view, these are quelled and checked by the

   principles of dharma, which, in the classic Indian

   system, are impressed by the training of his caste.  The

   infantile "I want" is to be subdued by a "thou shalt,"

   socially applied (not individually determined), which is

   supposed to be as much a part of the immutable cosmic

   order as the course of the sun itself.  (197 21)

      The problem of mankind today, therefore, is precisely

   the opposite to that of men in the comparatively stable

   periods of those great co-ordinating mythologies which

   now are know as lies.  Then all meaning was in the group,

   in the great anonymous forms, none in the self-expressive

   individual; today no meaning is in the group - none in

   the world: all is in the individual.  But there the

   meaning is absolutely unconscious.  One does not know by

   what one is propelled.  (196 388)

      We know today that those [the above] mythologies are

   undone - or, at least, are threatening to come



 

 

 

 

 

Myths                                         Theory W a248

 

   undone: each [of the following four] complacent within

   its own horizon, dissolving, together with its gods, in a

   single emergent new order of society....  (197 22-3)

   [1] Human reason and the responsible individual, [2]

   supernatural revelation and the one true community under

   God, [3] yogic arrest in the immanent great void, and [4]

   spontaneous accord with the way of earth and heavens...

   have been brought together.  And it is time, now, to

   regard each in its puerility [childlikeness], as well as

   in its majesty, quite coldly, with neither indulgence nor

   distain.  (197 33-4)

 

The individual's wisdom 

 

      Respect of personal tradition. 

 

      In his life-form the individual is necessarily only a

   fraction and distortion of the total image of man.  He is

   limited either as male or as female; at any given period

   of his life he is again limited as child youth, mature

   adult, or ancient; furthermore, in his liferole he is

   necessarily specialized as craftsman, tradesman, servant,

   or thief, priest, leader, wife, nun, or harlot; he cannot

   be all.  Hence, the totality - the fullness of man - is

   not in the separate member, but in the body of the

   society as a whole; the individual can be only an organ.

   From his group he has derived his techniques of life, the

   language in which he thinks, the idea on which he

   thrives; through the past of that society descended the

   genes that built his body.  If he presumes to cut himself

   off, either in deed or in thought and feeling, he only

   breaks connection with the sources of his existence.

   (196 382-3)

 

      Campbell's challenge. 

 

      In the European West...where the fundamental doctrine

   of the freedom of the will essentially dissociates each

   individual from every other, as well as from both the

   will in nature and the will of God, there is placed upon

   each the responsibility of coming intelligently, out of

   his own experience and volition, to some sort of

   relationship with - not identity with or extinction in -

   the all, the void, the suchness, the absolute, or

   whatever the proper term may be for that which is beyond

   terms.  And, in the secular sphere likewise, it is

   normally expected that an educated ego should have

   developed away from the simple infantile polarity of the

   pleasure and obedience principles toward a personal,



 

 

 

 

 

Myths                                         Theory W a249

 

   uncompulsive, sensitive relationship to empirical

   reality, a certain adventurous attitude toward the

   unpredictable, and a sense of personal responsibility for

   decisions.  Not life as a good soldier, but life as a

   developed, unique individual, is the ideal.  And we shall

   search the Orient in vain for anything quite comparable.

   There the ideal, on the contrary, is the quenching, not

   development, of ego.  That is the formula turned this way

   and that, up and down the line, throughout the

   literature: a systematic, steady, continually drumming

   devaluation of the I principle, the reality function -

   which has remained, consequently, undeveloped, and so,

   wide open to the seizures of completely uncritical mythic

   identifications.  (197 22-3)

Input into Theory W 

      Taken from the above, Campbell (1) confirms the

societal process of becoming, (2) claims that myths deceive,

(3) identifies that the Oriental plays the role for the good

of the whole, (4) identifies that the Occidental serves the

whole by playing the role, (5) challenges the individual to

identify as part of a whole, and (6) challenges the

individual to communicate the whole empirically.

      Paralleling Theory W against the above summary, Theory

W - (1) places the becoming individual within the context of

a pure functional organization, (2) offers pure functional

organization authority so that the myth of formal

organization authority can be exposed, (3) confirms the good

of the organization as a whole, (4) provides individualized

roles which are vital to the whole as an organization, (5)

challenges the individual to be an expert part of the whole,

and (6) provides a reliable and valid representation of the



 

 

 

 

 

Myths                                         Theory W a250

whole.

Christian male against female 

      Johnson (1974) interprets the 12th century (255 57)

Story of the Holy Grail, but maintains the myth of the

feminine never leaving the Grail castle while the masculine

 

dies early.

 

      The parallel in the girl's life.  She never leaves the

   Grail castle.  Women keep a sense of beauty, a sense of

   connectedness, a sense of at-homeness in the universe....

   The boy eventually becomes a crotchety old man....Man in

   his Grail quest is the tragic man.  (255 53)

      When he loses it all, he becomes a Grail searcher, an

   urgent, questing beast, fairly pawing the earth to find

   again the beauty...His spiritual hunger forces him to

   climb everything that is climbable, to try this, to try

   that, in a restless search...The Grail gives complete

   satisfaction and wholeness.  (255 51)

      The Benedictine monks observed this possibility in the

   days of the monastery.  They took boys very young, as

   babies, raised them in the Grail castle, and never let

   them out, psychologically speaking.  (255 56)

 

      The reality answer. 

 

      If you will serve your reality, you will be flooded

   with happiness.  (255 76)

      He accepts and relates to the feminine side of himself

   and of life and it gives him warmth and freedom.

   (255 33)

      Goethe came to the astounding observation late in his

   life that the providence of man is to serve woman; then

   she will serve him.  He was talking about the inner

   woman, the muse.  She is the carrier of the beauty, the

   inspiration, the delicacy of the whole feminine side of

   life.  (255 44)

      Then I must provide reality, innate happiness which

has been my norm, warmth, freedom, joy and love, service of

myself, musing, beauty, inspiration, delicacy, and thus

wellness and wholeness.



 

 

 

 

 

Myths                                         Theory W a251

      Jung against Freud. 

 

       The great falling out between Jung and Freud occured

   over the nature of the consciousness.  Freud said that

   the unconscious is a scrap heap consisting of all the

   unvalued things in one's life that had been repressed to

   the unconscious.  Jung insisted that the unconscious is

   also the matrix, the artesian well from which all

   creativity springs.  (255 15-6)

      The psychology of individuation shows that the goal of

   the process of becoming whole is not perfection, but

   completeness.  (255 4)

 

      Self is me. 

 

      The self is the name given to the total personality,

   the potential person who is within us from the beginning

   and seeks in our lifetime to be recognized and expressed

   through the ego.  (255 3)

      A person who understands a dream understands himself

   better; a person who grasps the inner meaning of a myth

   is in touch with the universal spiritual questions life

   asks all of us.  (255 2)

 

      Conscious against unconscious.  There comes such a

breath and depth of myth, dreams, and conscious rationality,

that the individual must put aside some challenges to get on

with their life tasks of the statistically significant

universal human needs as existence, relatedness, and growth

(Alderfer, Maslow, Dyer).

 

      Growth into reality. 

 

      Every boy has naively blundered into something that is

   too big for him, gotten halfway through, realized that he

   couldn't handle it, and collapsed.  Then he is wounded,

   he is hurt terribly, and he goes off to lick his wounds.

   A certain bitterness arises in the boy because he tries

   so hard and actually touches his...individuation - yet he

   cannot hold it.  (255 9-10)

      Then he turns to his own introverted hermit living...

   that is where he gets the next bit of strength or power.

   (255 71)

      Though everything one needs is virtually within arm's



 

 

 

 

 

Myths                                         Theory W a252

 

   reach, one can't use it.  This is the agonized condition

   of the neurotic structure of the torn or divided man.

   (255 19)

      But if he can't, he must regress a little just to save

   himself and function again.  (255 62)

      She sends everybody off, each on his task. (255 67)

      So it is a matter of his ego becoming strong enough so

   that he cannot be overcome...but can use the power...for

   conscious purposes, that is, to overcome obstacles in his

   path and achieve his goals.  (255 25)

 

      Addiction to the unreal. 

 

      Grail hunger accounts for all kinds of things.  It's

   terrifying to approach this hunger in ourselves.  If a

   man is courageous enough, he will understand the

   hunger...It is a hunger that has to be filled.  He's got

   to have something, he's not sure what.  He has to have

   something or he will explode.  (255 52)

 

 

 

 

 

 

                                               Theory W a253

 

APPENDIX E - IS "MORE EDUCATION" AN ADDICTION? 

 

             To check the dissertation project

              against some addiction criteria.

 

                             by

                          H.L.Otto

 

                      Atchison  Kansas

                         April 1990

 

           Runner: Is writing an addictive task?

 

Abstract

 

      The author expresses curiosity about his intensity for

   living life and the various difficulties in optimizing

   his short time here on earth.  He never did accept

   accusations of perfectionism and workaholism, although he

   does generally recognize the disadvantages perceived by

   others who do not cope well with his seemingly constant

   striving, or high standards of a self.  Life-tasks can be

   seen to be infinite - thus the author tastes both the

   life-tasks of eternal life yet has the `dysfunction' of

   human limitations.  Kritsberg (1985) points to "lives...

   progressing in a way that is healthy. (153 i)" Thus the

   author writes to clarify his thoughts about addiction and

   health - assuming that written thought can be healthy.

 

Detailed contents 

                                                        Page

Title

Abstract

Detailed contents . . . . . . . . . . . . . . . . . . . .

      A healthy life?

      Choices

      A human danger

      Relationships

      Honesty

      Unhealthy rules/roles

      Transition to general addiction

      Recovery from ill-health

      Model measurement

Table E38 - Limits of the Family System measurement scale

      Conclusion

Positive activities . . . . . . . . . . . . . . . . . . .

      Postscript

Table E39 - Syndrome characteristics by group

Table E40 - Positive non-syndrome characteristics by group

      Interesting questions



 

 

 

 

 

Addiction                                      Theory W a254                                

 

      Adjectives for Co-Dependency

      Co-dependency dynamics (154)

Well-stress or eustress . . . . . . . . . . . . . . . . .

Table E41 - Personal list of eustressors

      Addict inactivity

Works cited . . . . . . . . . . . . . . . . . . . . . . .

      A healthy life?  A healthy family or healthy

organization hardly questions the element of self-choice and

the accepting of other's choices in a cooperative world.

Some organization members simply don't question, and many

organizers don't understand pure functional organization.

Thus this dissertation attempts to support a more functional

world or at least accepts and promotes individual choice.

The study of successful organizers may even conclude that a

free enterprise society bases upon self-choice and the

acceptance of other's choices toward cooperative aims.  Thus

the challenge for a healthy life becomes the acceptance of

choice - your choice and others' choices - to build a

congruence of work actualizations for success.  A success

not only for organizations, but also for the individuals

which accrue the benefits of organizations.  Healthy

organizations can be seen as those structures which provide

more than what individuals could do alone.  All can be

served.

      Choices.  Two major groups tend to influence our

choices - "our society and our families. (152 63)" These

groups can be viewed as organizations especially if some



 

 

 

 

 

Addiction                                      Theory W a255

 

form of organization chart exists to document the member

structure.

 

      A human danger. 

 

     [Although there is nothing] wrong with striving and

   pushing ourselves to become better.  The danger with the

   obsession about being number one is that this is an

   addictive value.  We are telling ourselves to live on the

   edge - not to visit the edge...(152 64)

      In a fast-paced, temporary society...there is a lack

   of emphasis on relationships.  (152 69)

      Theory W application.  Unfortunately Nakken (the

author of the above quotes in 1988) does not explain the

Alderfer/Maslow hierarchy of human needs which places

relatedness into a human life-context.  Nakken's book

preaches rather than educates.  In contrast, the Theory W

dissertation defines the self and its pure functional

organization of relationships - see chapter 7.***

 

      Relationships. 

 

      Relationships with objects are, realistically,

   relationships of convenience.  Once a person starts to

   look to an object or event for emotional stability, he or

   she is building the foundation of an addictive

   relationship with it.  (152 9)

      The solution to the addictive relationship with

objects or events is that "the recovering addict has a

relationship between Self and others. (152 89)" The

capitalization of Self is significant.  Again, see chapter 7

*** of the Theory W dissertation for the definition of a

 

self.



 

 

 

 

 

Addiction                                      Theory W a256

 

      [In a hi-tech world] persons suffer from very

   complicated diseases involving deep psychological and

   social problems.  To understand how a disease begins and

   progresses, it is necessary to understand [1] the nature

   of the substance, [2] the behavior of the afflicted

   person, and [3] the characteristics of the society or

   culture in which s/he lives.  (111 15)

      [This] information, sensibly acted upon can go a long

   way towards helping everyone develop his or her best

   self.  (111 17)

      Thus we again come to the challenge of organization

structure - specifically of the organized self.

      But what if we cannot find like-people who want to,

and will to strive, and to push their selves into growth

situations?  Answer - we continue to look!  We continue to

piece together a set of relationships which will provide

what no one person can.  That set of relationships requires

honesty (intimacy).

 

      Honesty. 

 

      Honesty has a frankness to it.  Honest people work to

   be open and genuine.  Honesty is free of judgement and

   blame.  It may hold guilt but no shame.  It is about

   facts - personal facts.  (152 99)

      But these facts must be reconciled by relating with

others - sometimes dishonest others.  If others reciprocate

with honesty, that honest performance creates trust -

 

including trust in self.

 

       Honesty creates trust and trust creates safety.

   Recovery [from addiction] is dependent on safety.  To

   grow, we need a safe environment for the Self.  (152 89)

      There's a selectiveness about honesty, and this takes

   time to develop.  Honesty is about sharing ourselves with

   others, but we would be foolish to do this with some

   people.  (152 100)



 

 

 

 

 

Addiction                                      Theory W a257

      Sounds like damned if you don't and damned if you do -

so what's the use?  Answer - we continue to select (choose)

others with whom we want and will to be honest!  We take the

risk and learn to build success from the "failures."

      Many of us have not come from a youth which has

provided true relationship experiences.  Thus we have not

built successes from the normal failures of people

relationships.  And as a result we may slip into addictive

situations.

      The escape from unhealthy addiction comes through

healthy people relationships - they are absolutely necessary

for a meaningful strategy-oriented organized life.  Thus if

one needs relationships with people, one seemingly must

 

build honest people relationships.

 

       Recovering addicts must dedicate themselves to

   learning how to get their love, trust, and emotional need

   met through healthy relationships with other people and

   their own spirituality.  (152 101)

      Healthy relationships need confrontation (challenge),

discovery of another's ideas, and resolution resulting in

renewed relationship - the risk being a truncated

relationship.  We must be able to succeed in these normal

people-failures.66

      Unhealthy rules/roles.  In the addictive environment,

unhealthy "rules and roles are an attempt to bring order and

stability to an increasingly chaotic and unstable situation.



 

 

 

 

 

Addiction                                      Theory W a258

(153 15)"

      The unhealthy rules to be discovered by the addicted

individual (either for their own organization or for any

larger organization) are rigidity, silence, denial, and

isolation.

      Rigidity "cannot adapt to change easily, nor does it

willingly allow...members to change. (153 17)"

      Silence "cannot talk about what is happening...

(153 18)" Denial tells us "to pretend that nothing is wrong

- to pretend to be normal. (153 20)"

      Isolation promotes that "the members cling emotionally

to each other, but never become intimate. (153 22)" And what

is intimacy?  Certainly not physical sex in the above

context - but not entirely clear due to the rule of

 

silence.67

      To become more healthy we need to become less rigid,

less silent, deny less, and move against isolation.  These

actions amount to more relatedness.

      Why do we put up with chaotic and unstable situations?

 

____________________

 

      66Relationship with objects (unhealthy addiction),

offers seeming non-failure by avoiding people relationships

- doing things alone rather than together.  That is a fatal

fault in light of the statistically significant research by

Alderfer.

      67 Intimacy along with physical sex defines human

sexuality according to the Beginning Experience facilitator

training.  Intimacy differs from physical sex.



 

 

 

 

 

Addiction                                      Theory W a259

Why do we attempt to correct instability?  Answer - the

future situation may be more enjoyable by virtue of a higher

degree of order.  Yet the healthy individual needs to have

their growth facilitated.  A higher degree of growth for any

organization can be seen as admirable - from the

organization of a single individual to organizations with

groups of individuals.  That higher degree of health even

transcends to impact on national productivity and the

national trade deficit.

      Transition to general addiction.  The Family

Addictions Genogram describes "addiction as an unhealthy

relationship with a mood altering substance or experience

that is characterized by compulsion, loss of control, and

continuation despite adverse consequences. (154 1)"

Seventeen addictions are identified - alcohol, caffeine,

cleanliness, drugs, eating, exercise, gambling, hoarding,

overweight, masturbation, religiosity, sex, shoplifting,

 

spending, tobacco, underweight, and workahol.

 

       Data accumulated from ten years of research have shown

   that people who use available street drugs to `handle' or

   `get through' problems of anxiety, depression,

   loneliness, and boredom do indeed get some benefits from

   these drugs.  (111 19)

      At the existence level of self organization, drug use

(or other diversion) provides quick and easy attraction.

Meditation, biofeedback, new interests, and vigorous

physical exercise (111 78) are offered as existence level



 

 

 

 

 

Addiction                                      Theory W a260

alternates - but those tasks avoid the why strategy of the

self life, that of relatedness and growth leading to a

feeling of joy.  Simple?  Nope, but it's better in the

long-term than dope or the other addictions.

      Recovery from ill-health.  Kritsberg (1985) uses the

Family Integration System (153 91) as a model of recovery

from unhealthy addiction.  The principles are (1) daily

awareness, (2) relationship connections, (3) information

from other individuals, (4) myth awareness, (5) a personal

strategy, (6) awareness of the loving inner child, (7)

affirmation which challenges "us to imagine how much of our

own reality we create by how we think and speak (153 141)",

(8) recognition of a higher-power spirit (153 151), and

integration which "records the triumphs and insights that

are a testament to the recovery process. (153 153)" Writing

assists this integration and internalization, thus writing

can be a tool of recovery.

      Model measurement  ranges from plus ten for a highly

functional system, to minus ten for a severely dysfunctional

system in terms of emotional, physical, and sexual abuse

(153 14).  The table below provides insight into the scale

 

of measurement.



 

 

 

 

 

Addiction                                      Theory W a261

 

Table E38 - Limits of the family system measurement 

____________________________________________________________

 

Positive attributes         Negative attributes

_________________________   ___________________________

 

wholeness                   fragmented

continual change            resistance

conflict allowed/resolved   conflict denied/ignored

permission to deviate       never free to leave

sense of self               unclear personal boundaries

sense of humor              very serious

outsiders coming in         resisting outsider entrance

no secrets                  secrets

no rigid rules/roles        rigid rules/roles

____________________________________________________________

Note: (153 30).

      Conclusion.  Preocupation versus awareness of life

around us, breeds physical/emotional68 abandonment, thus

we choose and cause the above negative dysfunctional

attributes.  Vital life enjoyable energies are lost and

wasted.  "Fear...energy is diverted into hurt and anger.

(153 35)" The hurts are loneliness and sadness (153 36).

Anger "is controlled, repressed, and transformed into

resentment because the...family is not generally a safe

 

place to show anger. (153 35)"

      The alternative to these ill feelings are good

feelings of joy, love, and freedom by choosing to facilitate

healthy life relationships around us.  Scholarly writing can

 

____________________

 

      68 The emotion (feelings) continuums are joy-sorrow,

love-hate, and fear.



 

 

 

 

 

Addiction                                      Theory W a262

help support the facilitation of good feelings.

Positive activities 

 

       Within a healthy relationship there is active support

   for the other person.  Each person will work at helping

   the other get what he or she needs and wants out of life.

   (152 103)

      Is this not convenience?  Yes it is!  But with one

important difference - it is accomplished cooperatively for

mutual benefit.  That is the simple goal of all

organizations - cooperation.  Thus the universal human need

of relatedness comes to be fulfilled through cooperation.

Then, with relatedness fulfilled, growth can begin again and

again.  The `again and again' reflects the normal `failures'

of our individual lives.

      Postscript.  The Kritsberg (1985) model fits within a

bigger picture - and not just a personal picture.  Addictive

or co-dependence syndrome characteristics need be mirrored

to orient for a bigger picture - the negative terms of the

previous table can be turned into the positive terms of a

following table.  Then the Theory W organization model can

 

be linked to the positive terms - see following chapter.



 

 

 

 

 

Addiction                                      Theory W a263

 

Table E39 - Syndrome characteristics by group 

____________________________________________________________

 

Emotional  Mental         Physical        Behavioral

__________ ______________ _______________ __________________

 

fear       thinking in    tense shoulders crisis-oriented

anger           absolutes lower back pain             living

hurt       lack of        sexual          manipulative

resentment    information     dysfunction           behavior

distrust   compulsive     gastro          intimacy problems

loneliness       thinking     -intestinal unable to have fun

sadness    indecision           disorders tries to fit in

shame      learning       stress-related  complusive

guilt        disabilities      behaviorsa         -addictive

numbness   confusion      allergies                disorders

           hypervigilance

____________________________________________________________

Note: Adult children of alcoholics syndrome (153 39).

      a Stress bibliography probably from 1984 -

      W.E.Oates (1978) "Workaholics, make laziness work for

         you."  Garden City NY: Doubleday.  Lima158o.  1bib.

      Harper & Row (1976) "Positive Addiction."  New

         York: Author.  p.92ff.  2bib.

      J.A.Sommer (1979) "9 Keys to Mental Health."

         LIGUORIAN.  Liguori MO: Liguori Publications.

         3bib.

      N.J.Muckerman (September 1984) "Among Ourselves."

         LIGUORIAN.  Liguori MO: Liguori Publications.

         Inside front cover.  4bib.

      A.M.Buono (September 1984) "John Paul II and the

         gospel of work."  LIGUORIAN.  Liguori MO: Liguori

         Publications.  pp.2-4.  5bib.

      M.J.Culligan & K.Sedlacek (1976) "How to kill stress

         before it kills you."  New York: Grosset & Dunlap.

         Lima159.3c.  6bib.

      M.Machlowitz (1980) "Workaholics."  Reading

         MS: Addison Wesley.  7bib.

      W.E.Kraft (1974) "A Psychology of Nothingness."

         Philadelphia PA: Westminster Press.  Lima131.33k.

         8bib.

      R.May (1975) "The courage to create."  New

         York: Norton.  Lima155m.  9bib.

      F.Herzberg (1962) "Work and the nature of man."  New

         York : World Publishing.  Lima158.7h.  10bib.

      W.Glasser (1976) "Positive Addiction."  New

         York: Harper & Row.  Lima158.1g.  11bib.



 

 

 

 

 

Addiction                                      Theory W a264

 

      R.L.Veninga & J.P.Spradley (1981) "The work stress

         connection: How to cope with job burnout."  Boston

         MS: Little, Brown.  Lima158.7v.  12bib.

      D.H.Bell (1982) "Being a man: The paradox of

         masculinity."  Lexington MS: Lewis.  Lima305.3b.

         13bib.

 

Table E40 - Positive non-syndrome characteristics by group 

____________________________________________________________

 

Emotional Mental          Physical        Behavioral

_________ _______________ _______________ __________________

 

freedom   contemplative   exercise        practice strategy

love            thinking

joy       critical                        respect other's

                thinking                              choice

          the mind thinks balance diet    practice intimacy

               24 hrs/day                 choose fun actions

          simply choose                   appreciate your

          practice skills recognize good    attractivenesses

          proact to aim            stress schedule steps

           and objectives balance              not deadlines

          react to others      activities

____________________________________________________________

Note: Positive side of the negative table above.

      Interesting questions.  An education series on

Co-Dependency conducted by McKechnie poses questions for

potential addiction (154).  These are good seminar marketing

 

tools - most people can personally identify with them.

 

   Overextend yourself?

   Tend to be a perfectionist?

   Must you be running things?

   Excessive need for approval?

   Second-guess your decisions?

   More concern for others than yourself?

   Overeating? Overspending? Overworking?

   When will the bottom fall out of good times?

   Is life very serious? Relaxation hard? Having fun?

   Insomnia? Colitis? Asthma? Skin allergies? Back aches?

      Adjectives for Co-Dependency.  Notes to describe an



 

 

 

 

 

Addiction                                      Theory W a265

addict taken from a February 1990 Menninger workshop (154) -

immature, stuck, reactive, emotionally charged, out of

control, indirect communication, victimized, powerless,

enmeshed, cutoff, no sense of self, rigid, inconsistency,

polarized, emotional roller coaster, blamers, being a

victim.

      In Beattie's bestseller personal case study (241), she

 

opens with -

 

       It is not easy to find happiness in ourselves, and it

   is not possible to find it elsewhere.  (Agnes Repplier,

   "The treasure chest")

      Then Beattie provides what seems to be the crux of her

 

case -

 

       Needing people too much can cause problems.  Other

   people become the key to our happiness.  I believe much

   of the other-centeredness, orbiting our lives around

   other people, goes hand in hand with codependency and

   springs out of our emotional insecurity.  I believe much

   of this incessant approval seeking we indulge in also

   comes from insecurity.  The magic is in others, not us,

   we believe.  The good feelings are in them, not us.  The

   less good stuff we find in ourselves, the more we seek in

   others.  They have it all; we have nothing.  Our

   existence is not important.  We have been abandoned and

   neglected so often that we also abandon ourselves.

   (241 91)

      Co-dependency dynamics (154).  Denial causes low

self-esteem.  Everything's not okay, but minimize the

feeling.  Normalizing builds up tolerance for inappropriate

behavior.  Role reversal blurs performance boundaries.

Isolation and secrecy perpetuates my wrongness.  Enabling

takes care of others as a substitute for caring for self.



 

 

 

 

 

Addiction                                      Theory W a266

Overfunctioning and underfunctioning take place.

      One solution.  Then there came a book on codependency

which offered a series of exercises (246).  I did those

exercises and hope to package the results for use of those

who could become closer to me.  The exercise not only

studies themselves but compares their results to mine.  Thus

I can communicate myself to them and see their comparison to

me.  (Sounds like a psychologically complex togetherness

activity.)

Well-stress or eustress. 

      Anxiety comes from our inability to organize actions

to actualization.  Stress underlies action as well as

anxiety.  The stressors producing stress are (1) physical

appearance and well-being, (2) social situations and

interpersonal relationships, (3) school or job, and (4) the

family (111 29).  Stress "not only can be positive but it

can actually be curative.  This type of stress, known as

`eustress,' serves as a stimulus to action, and without it

little would get done in the world. (111 21)" Theory W

renames eustress as well-stress.

      Well-stress is the circular plate of the self with

feelings poles of love-hate, joy-sorrow, and fear.  Fear is

a string around the edge of the plate.  When tightened, the

string will reduce the plate area.  The self's point of

choice to action moves on that plate.



 

 

 

 

 

Addiction                                      Theory W a267

      A checklist of well-stress items:  hair, smell,

clothes, jewelry, physical health, relatedness, and job

tasks within organizations.

      In action terms, the well-stress items become:

maintain hair, maintain body, maintain clothes, maintain

jewelry, maintain mind, maintain relatedness, organize

job(s) tasks, actualize job(s) tasks.

      When tracking individual time, the evidential format

 

is unique with each individual.  An example:

 

Table E41 - Personal list of eustressors 

_____________________________________________________________

 

Well-stress activities                   Week days     Weeks

________________________________________ _____________ ______

 

Verb       Descriptor    Noun        Act u m t w r f a 100908

__________ _____________ ___________ ___ _ _ _ _ _ _ _ _ _ _

 

balance    self          activity     21 11127           9285

improve    literacy(cwc) techniques   22

develop    job           scope        23 3               9 12

serve      rtn/bm/att    committee    24                   11

write      Benedictine   syllabi      25

write                    dissertation 26 1 1 2           5 1

publish    facilitation  article      27                 1

prep                     lessons      28   9             15

facilitate classtime     learning     29                 1313

maintain   personal      assets       30   1             3 3

facilitate officetime    learning     31                 1517

encode     relatedness   activities   32 9 1 1           1423

supervise  KAS58         workstudys   33                 1 3

explore    chronicle     market       36

_____________________________________________________________

Note: Personal log (todo.ttw).

  So much for the well-stress activities view.  Let's turn

to the inactivity of the addictive personality.



 

 

 

 

 

Addiction                                      Theory W a268

 

      Addict inactivity.  Stereotypes abound -

 

       They are less likely to accept traditional social

   values and feel little remorse for not doing so.  They

   are also people who tend to do things on the spur of the

   moment and are frustrated when they cannot immediately

   get what they want.  Upon making mistakes, they are often

   unable to change their behavior so as to avoid repeating

   the mistake.  (114 61)

      Other people with an unconventional attitude toward

   life...  (114 63)

      Bold and aggressive `reward seekers.' One of their

   primary concerns is to seek out and enjoy the pleasures

   of life.  They thrive on excitement.  (114 64)

      Drawn to excitement and new sources of stimulation.

   They like wild, exciting experiences - even ones that are

   frightening, illegal, or socially unacceptable.  They are

   initially sociable and likable but tend to have

   difficulty establishing enduring, committed

   relationships.  (114 64)

      One person might typically have little energy, find

   little enjoyment in the ordinary pleasures of life, and

   feel sad and pessimistic.  Such an individual is said to

   be depressed.  Another person might typically have great

   sources of energy, be involved in a variety of activities

   that he or she enjoys pursuing, and feel happy and

   optimistic much of the time; if these reactions are

   intense enough, the person is said to be manic.  (114 65)

      The locus of control is said to be external if someone

   feels that forces beyond his or her control - such as

   luck, fate, other people, or God - determine what

   happens.  Internally controlled people are likely to take

   action to manage their lives, whereas externally

   controlled people are likely to sit and wait for things

   to happen.  People who are extremely internally

   controlled would probably be too hard on themselves,

   always blaming themselves for things that go wrong even

   when they are not really responsible.  (114 68)

      The pre-addictive personality characteristics...tend

   to be independent and gregarious.  However, such people

   have great difficulty forming meaningful, intimate

   relationships with others.  They do things implusively,

   are unable to tolerate frustration, reject the

   traditional values of society, and are unable to

   sacrifice immediate gratification in the interest of

   working toward long-range goals.  (114 83)



 

 

 

 

 

Addiction                                      Theory W a269

 

Works cited 

 

111 T.McLellan, A.Bragg & J.Cacciola (1986) "Escape from

    anxiety & stress."  The encyclopedia of psychoactive

    drugs.  New York: Chelsea House.

114 W.M.Cox (1986) "The addictive personality."  The

    encyclopedia of psychoactive drugs.  New York: Chelsea

    House.

152 C.Nakken (1988) The addictive personality: Roots,

    rituals, and recovery.  U.S.  : Hazelden.

153 W.Kritsberg (1985) The adult children of alcoholics

    syndrome: A step-by-step guide to discovery and

    recovery.  New York: Bantam.

154 Atchison Youth Center (1990) File of various materials

    on addiction.  Atchison KS: Author.  File materials

    identified in the text as to specific author and

    circumstances of publication.



 

 

 

 

 

                                               Theory W a270                               

 

APPENDIX F - MY SWABIAN NEIGHBOR 

 

                   A BEAUTY FOR BEHOLDING

 

         A wonderful time derserves written memory

 

                             by

                          H.L.Otto

 

                      Atchison  Kansas

                         April 1990

 

                 Runner: Loving challenge.

 

Dedication 

                           

                           to me

                          to  you

                      to good feelings

                 to finding the better way

 

Challenge 

 

                  if you seek a better way

                if I do walk along with you

             we both will change for the better

 

Preface 

      I have taken a break from the final stage of my

dissertation, writing this paper for the purpose of saving

some memories worth saving.  Also, I lay the foundation for

a possible life-time partnership with my neighbor.  And a

partnership, as an organization, ties directly back into my

dissertation.  An added plus comes from putting the

dissertation into my changed whole-life perspective.  My

neighbor has changed my life, and this paper becomes valued

evidence of my enhanced worth and worthiness which I in turn

share here.

      In my will to write forever and for ever, I choose the

time and topic.



 

 

 

 

 

Swabian                                        Theory W a271

      And if I ever visit Swabia, I can experience the joy

of anticipation between now and then!

      Compared to the complexity of a dissertation, the

lesser complexity of this short paper permits a much simpler

form.  Thus some sections of my developing non-fictional

 

writing style are not used - namely:

 

      summary contents

      approval

      copyright

      abstract

      acknowledgements

      style

      glossary

      introduction

      parts

      sections

      review

      next

      Now on with my recent memories and then the reality -

for reality bases on memories.  My dissertation also bases

on memory, but moreso on the memories of logic - of rational

thought.  That idea of rational thought - namely scholarly

method - also finds display in the this paper, specifically

in section 3.  Scholarly method differs from scientific

method.

 

Contents 

                                                        Page

Preface  . . . . . . . . . . . . . . . . . . . . . . . .

Contents with tables and figures . . . . . . . . . . . .

Works Cited with annotations . . . . . . . . . . . . . .



 

 

 

 

 

Swabian                                        Theory W a272

Section F1 - My swabian neighbor 

      In our neighborhood of cities along the Missouri River

where the states of Kansas and Missouri join, there exists

the activity of dancing.  Just the fact that dancing exists

here, does not surprise anyone.  Yet one Saturday night, I

met a lady at such a dance - for me, a significant event.

And again, not that meeting any lady becomes significant,

for there were many there - but that this lady was special.

Among other attributes, she was Swabian - born and raised.

And she pointed out the importance of understanding her

tradition.

      Swabia lies in the southern area of the Federal

Republic of Germany.  Looking at a map with north oriented

to the top, Swabia places to the right of the Rhine River

and up from the Donau River.  The capital of Stutgart

provides a central focus for the Swabian locale.

      The Swabian heritage bases on farming (1 11), and the

Schwobs, as a matter of natural course, practice barnyard

humor.  A simple example follows.  And you need to know that

 

a Gog grows wine in the Tubingen area.

 

       A Gog had his picture taken with his pigs.  With great

   pride he passed it around at the Stammtisch, emphasizing

   to his drinking buddies:  "I'm the one in the middle."

      A more serious form of togetherness, and in contrast

 

to the farmers of America, centers around the country side.



 

 

 

 

 

Swabian                                        Theory W a273

 

       The Swabian will eat out with the family occasionally.

   This is usually combined with an invigorating,

   appetite-building walk through the woods of the Swabian

   Alb, or tramping through the Schoenbuch Forest, on a

   Sunday morning before competing for seats in a Gasthaus

   or on benches around an authorized fireplace in the great

   outdoors for a do-it-yourself picnic.  (1 30-1)

      The idea that people should want to do anything as

   useless as rambling [walking] has only become acceptable

   to the local inhabitants in the second half of this

   century.  The fact taht they find it difficult to

   understand the point of an activity that does not bring

   in a penny of profit has nothing to do with miserliness,

   but simply reflects the frugality, often bitter poverty,

   of the lives that the older people led in their youth.

   (2 15,20)

      The Schwobs live with their natural surroundings.  And

those surroundings are vivid in color, and in heritage.

First, we visit my neighbor's heritage.  Second, we visit my

neighbor's natural surroundings where both Baroque

(onion-shaped spires - 2 204) and Rococo are implanted

(1 61).

      My neighbor originated in the town of Grupp.  The town

springs to life from a 216 page hardbound book (5).  From

the picture on page 10 my neighbor will describe where her

childhood home was located.  "Behind here."  "And see the

park space, the parks are all around."  Then the pages fly,

"Here, let me show you where we played in the forest."  We

were now on page 50.  That book was of high quality paper

and narrated in German.  Obviously it was not a tourist

product, with most, if not all, of the books sold locally.

      In contrast to the Grupp book, my town of Atchison had



 

 

 

 

 

Swabian                                        Theory W a274

a 1947 brochure for use in economic development.  The

brochure has not since been updated.  I conclude that

Atchison has less of a functional heritage than Grupp.  The

guality of my Swabian neighbor's legacy rank's higher.  Even

the Atchison Benedictine legacy rank's lower than the

Swabian Benedictine communities (2 42,109,219).  In

simplistic terms, my locale has lost its grip on a quality

heritage - perhaps the same goes for all of America.

      My neighbor's natural surroundings explode into vivid

life in the form of the Swabian Alb.  The Alb as a natural

surrounding cannot be separated from the Swabian heritage -

for the Schwob people, to me, are great integrators.  They

integrate and rationalize the aspects of their lives.

Soldiers...

      The Alb specifically perpetuates visions of the nymph,

of people made invisible by a lump of lead, of hero's caves,

of Celtic ramparts, of pilgrims, of the Druckerle wise

spirit, and of ramblers (2 5-11).  Ramblers in the Alb

equate to serious hikers in America.  Ramblers are also

differentiated form the local trippers and foreign trippers

- who together make up the general category of tourist

(2 37).  To be a rambler you must integrate the spirit of

the Druckerle.

      In the United States we have the Rocky Mountain

continental divide, where the waters flow from one side to



 

 

 

 

 

Swabian                                        Theory W a275

the Pacific, and from the other side to the Atlantic.  The

Swabian Alb can be likened to a continental divide in that

from one side the waters flow to the Atlantic, and from the

other side the waters flow to the Black Sea (2 29).

      The town of Grupp lies in the Neckar Valley, North of

the Alb, across 20 miles (30 kilometers) of rolling

farmland.  The valley farms meet the Alb at the ledge called

Albtrauf.  The vista from the overlook stuns the

imagination.  In contrast, the inner Alb sprints the

imagination.  Although the Albtrauf extends 150 miles, no

one know, has traversed the thousands of miles outlined by

the bays, spurs, and valleys of the Albtrauf (2 15).  Thus

the challenge of the Alb to the outer and inner self would

seemingly remain forever.

      Rich Swabian art also remains.  The oldest sculptures

known, and still the finest, were found in Alb caves - the

half-relief of a man being 34,000 years old (2 185).  A

Romanesque monastary (1109-1739) was replaced by a Baroque

edifice, saving the crucifix (2 106).  The Romanesque fresco

"Christ in Judgement" was discovered in a country village

castle chapel overlaid by two other impressive works, one

 

Gothic and one Baroque (2 205).

 

      The Baroque artists working on Zweifalten used the

   full range of colour and form offered by the style of

   their age.  Here spiritual values are given palpable

   shape, and a miraculous, visionary atmosphere

   pervades...(2 107)



 

 

 

 

 

Swabian                                        Theory W a276

 

      The pilgrim altar of the Albtrauf dates as late-Rococo

(2 11).  The Ave Maria pilgrim church is a jewel of pure

Rococo plaster and stucco (2 208).

      Schwob politics are integrated and reconciled as

exemplified by the building of the tallest stone-built

 

church in the world.

 

       The Minster, built [began 1377 ended 1885-90] by the

   Ulm inhabitants without outside aid, is a monument to a

   sensible political system based on a balance of power.

   The Minster was, in fact, built during the century and a

   half following the first charter (1397), which modified

   the city's medieval hierarchy and gave the various orders

   of citizens a certain degree of equality.  The Ulm

   citizen could vote on how the city was to be run (when

   the time came, there was even a vote on the

   Reformation)...all the orders had chartered rights which

   were protected to a certain extent simply by the

   briefness of the periods of office of the

   officials....this...freedom released so much joyful,

   responsible energy that Ulm reached the zenith of its

   prosperity.  (2 182)

      Religion and art also seems to be integrated,

reconciled, and balanced, although many items were destroyed

 

by the newcomers (2 30,179).

 

       After changing faith seven times [Blaubeuren] finally

   became a Protestant monastery...  Art historians say that

   the magnificent choir stalls...and the High Altar, by a

   number of Ulm artists, are "the most perfect specimens of

   their kind that Swabian art has produced".  (2 179)

 

      Switching now to the religious changes.

 

       The Dukedom of Wurttemberg became Protestant in the

   very early days of the Reformation.  A few free cities

   joined the new movement, but in the patchwork quilt of

   sovereignties that made up the Alb, half of the

   population had no choice but to remain Catholic.  (2 171)

      Most of [Wurttemberg] was divided up amongst a variety

   of landlords ranging from monasteries to free cities.



 

 

 

 

 

Swabian                                        Theory W a277

 

   These also determined whether their subject should be

   Roman Catholic or Lutheran.  (2 172)

      The Alb had a settled population as early as the

   Bronze Age, and most of the people established here

   contrived to stay when new waves of people arrived,

   Throughout the millenia, the Alb population has preferred

   to change its language, customs, and gods, rather than

   its homeland.  (2 56)

      The Schwob, with sure exceptions, have a mind of their

own and thus are learners.  And the Schwob, also with sure

 

exception, are learners and thus have a mind of their own.

 

       The modern Swabian...did not evolve until after the

   terrible Thirty Years' War, which destroyed the

   established population....At the end of the 17th century,

   in order to attract settlers, the Wurttemberg ducal

   authorities proclaimed religious freedom for anyone

   prepared to settle in the despoiled Alb.  THe promise

   attracted, in particular, Protestants from Tyrol,

   Vorarlberg, and Switzerland.  (2 58)

      Nowadays...clergymen can occasionally be heard

   complaining of the "sectarian confusion" in the Alb

   villages - a sign that the local people's independence of

   character is beginning to reassert itself.  This is

   underpinned by a tradition of pietism in some areas which

   does not believe in leaving all the preaching to the

   parson, and restricting the Word of God to Sunday use.

   (2 174)

      My Swabian neighbor also reasserts independence.

      Swabian short term heritage finds root in substantial

material things - wine, cars, houses, and land.  The

Schwob's life-work intimately bonds with things s/he can

touch and craft.  Yet a philosophical context persists in

 

the mind.

 

       Although he spends a lifetime working and saving for

   property and houses, even the Schwob knows that he can't

   take it with him when he goes to meet his Maker.  So why

   does he knock himself out and deprive himself of so many

   luxuries and pleasures?  He claims he is doing it for his



 

 

 

 

 

Swabian                                        Theory W a278

 

   children, but he threatens to cut them out of his will

   every time they do something out of line.  (1 14)

      A German proverb says that material goods ARE the

   ideals.  And that hard work is the content and the way of

   life of the Schwob (1 14).

 

      In the most simplistic terms -

 

      The Swabian [is] "rau, schaffig, und sparsam" ("rough,

   industrious, and thrifty")...  (1 13)

      Economic thrift and love of hard work, and the

building of a house are life-time goals (1 12).

      If hard work is the content of the Schwob life and if

that brings them contentment, there must also be a

non-contentment from the normal stress and strains of being

social.  The Schwob, like any other human, has bad times.

 

Author Bob Larson relates -

 

       When the Swabian is upset or feels wronged, he will

   gripe out loud to himself.  This practice is known as

   bruddeln.  My father-in-law and my wife do it frequently.

   No sublimination of feelings, no pent-up emotions, no

   knot in the stomach.  With my wife, I find it an

   excellent early warning system - for me to get out of her

   way!  (1 11)

      Perhaps then, the Schwob would be an easy mark for

courtship - in the sense that the inner self remains

relatively free and open to ideas of dreams, romance, and

tenderness.  Yet, in practice, the Schwob culture seems to

have not yet advanced to the security of not being cut out

of the parent's will, or of open partnership (equality of

the sexes) in marriage.  Granted there are always

exceptions.  But here we speak of the general cutural



 

 

 

 

 

Swabian                                        Theory W a279

 

tendency.

 

      Asked to make a declaration of love, the Swabian will

   stammer a few non-committal syllables.  (1 7)

      On the other hand, if anger comes to the Schwob, any

 

hint of stammering disappears.

 

       Provoked, he will give full vent to his ire with a

   richness of invective...  Volatile and easily aroused [to

   anger], the Swabian can swear "like a grenade"

   (granatenmassig)...  "Leck mi am Arschle" ("Kiss my ass")

   is so frequenly on his lips - to convey anger, disgust,

   or insult, but also surprise or joy - that the phrase is

   know throughout the Federal Republic as "The Swabian

   Greeting."  (1 7)

      Considering this affrontiveness of the Schwob,

drinking to excess does not seem to be problematic.  We can

be assured from familiarity with human nature that excesses

do exist in any culture, but the Schwobs seem to have a

secondary place for serious drinking.  However, the place

for drink, does definitely exist.

      After the ethic of hard work plays out, viertele

 

schlotza passes the time.

 

       He takes his time, contemplating the color with his

   eyes, smelling the aroma with his nose, testing the

   sweetness by rolling his tongue around in his mouth,

   enjoying the full bouquet with all his senses.

      He does this usually after a hard day's work (schaffa

   or wuhla) in one of those half-timbered inns

   (wirtschaftle) which must smell of cigars, roast, and

   fresh pretzels.  (1 16)

      A Stuttgart visitor's guide explains the basic Swabian

quaities as thriftiness, industriousness, and soberminded

practical thinking.  And the Stuttgarter, if not also the



 

 

 

 

 

Swabian                                        Theory W a280

Swabians in general, have a longing for far-away-places

(6 19).

      We have toured a bit, around the Schwob cultural

landscape.  We have touched only bits and pieces.  The above

example of Schwob humor provides a case in point.  There

exists a demur about themselves, yet their complexities

indicate a depth of personhood.  Their breath of humor and

philosophers offer evidence of their self-esteem and

 

individuality.

 

      Swabian humor reflects pride in and calls attention to

   typical Swabian attributes:  thrift, hard work, love of

   domesticity, saying very little (when the occasion might

   warrent more being said), yet thoroughly enjoying gossip,

   and coarseness.  (1 25)

      Before going on the the Swabian philosophers, a

 

summary of a Schwob can be made as follows -

 

       The true Schwob...is well known for the firmness of

   his will....he is equally noted for his dogged

   persistence, his steadfast stick-to-it-tiveness....

   (1 45)

      I don't think the Schwob culture as being as

chauvenist as the above quotes first indicate.  From knowing

my Schwob Beauty, I can attest that, at least in her mind,

these descriptions apply, in general, to both men and women

of the Swabian state.

      The Schwob shun high German and in the same spirit

their philosophers are not immediately apparent as a topic

of everyday discussion or debate.  Yet some heavy philosophy



 

 

 

 

 

Swabian                                        Theory W a281

was born from the Swabian heritage - specifically the 19th

century ideas of Schelling, Hegel, and Holderlin.

      Schelling was born in Leonburg of a Lutheran minister

who was a professor of Oriental languages (1 78).  Hegel was

born in Stuttgart of a ducal civil servant who was expelled

from Austria in the course of the Counter Reformation

(3 sv).  Holderlin was born in Lauffen on the Neckar (1 151)

of a parson's daughter, twice widowed, who, in simple and

rather narrow piety, wanted Hegel to be a minister (4 sv).

His step-father was the mayor of Nurtingen.  All three were

 

brought together at the theogogical seminary in Tubingen -

 

      The Tubinger Stift, with its rigid and demanding

   intellectual regimen, produced more poets and

   philosophers than it did Protestant pastors, perhaps

   because its curriculum induced them to question theology

   rather than profess it.  (1 81)

      Perhaps the Stift curriculum designers intimately

understood the questioning essence of natural learning.

Thus Schelling, Hegel, and Holderlin learned.  And in turn,

they produced scholarly works.  And for those that see the

 

technical aspect of scholarship -

 

      The word tufteln means to puzzle or mull over a

   technical problem until a solution is found.  The

   Swabians, just like the Yankees, have a long association

   with and affinity for this art, which is called

   "tinkering" or "puttering..."

      Schelling and Hegel carried this Swabian mulling to a

 

grand scale.



 

 

 

 

 

Swabian                                        Theory W a282

 

Table F42 - Schelling's time hierarchy 

___________________________________________________________

 

Year Age Work

____ ___ __________________________________________________

 

1854 79  Died in Switzerland as the forerunner of modern

         existentialism.

1841 66  Privy councilor in Prussia, lecturer at the Univ.

         of Berlin, and member of the Berlin Academy.

1827 52  Professor at University of Munich.

1806 31  Government posts provided time to lecture Erlangen

         and Stuttgart.

1803 28  Co-editor with Hegel of the "Critical journal of

         philosophy."  Appointed at University of Wurzburg.

1802 27  Schelling held the role of the Absolute as the

         keystone of philosophy, whereas Fichte held the

         ego.  The break with Fichte was complete.

1800 25 "System of transcendental idealism."

1798 23 "On the world soul, a hypothesis of advanced physics

         for the interpretation of the general organism."

1797 22 "Ideas toward a philosophy of nature."

1796 21 "Of the ego as a principle of philosophy."

        "Philosophical letters on dogmatism and criticism."

         Worked as a private tutor. Began break from Fichte

         yet became a close friend.

1794 19 "On the possibility & form of philosophy in general"

         under the critical approval of Fichte.

___________________________________________________________

Note: (1 78-80).



 

 

 

 

 

Swabian                                        Theory W a283

 

Table F43 - Hegel's time hierarchy 

___________________________________________________________

 

Year Age Work

____ ___ __________________________________________________

 

1831 61  Died of cholera in Berlin.

1818 48  Professor at University of Berlin.

1817 47 "Encyclopedia of the philosophical sciences in

         outline."

1816 46  Became professor of philosophy at Heidelberg

         University based on two volume "Science of logic."

1808 38  Director of Numberg secondary school.

1807 37 "Phenomenology of mind" attacks Schelling's system.

         Editor of the Bamberger Zeitung.

1803 33  Co-editor with Schelling of the "Critical journal

         of philosophy."

        "Methods of scientific treatment of the law of

         nature."

1802 32 "Belief and knowledge."

1801 31  Book comparing Fiche and Schelling.

1800 30  Teacher at University of Jena based on his

         dissertation "De Orbitis Planetarum."

___________________________________________________________

Note: (1 80-1).

 

      For Hegel, philosophy is the science of the

   development of absolute mind (Giest, in German) in all

   its manifestations, past and present.  According to

   Hegel, it is the function of the philosopher to make men

   conscious of what art and politics, commerce and

   religionare so that mind can exert itself to its utmost

   capability and thus become absolute.  Hegel's philosophic

   system encompasses part of logic, of the philosophy of

   nature, and of the philosophy of the mind, with logic

   supreme.  Another feature is the philosophy of history,

   which Hegel viewed as man's intellectual development as

   well as external events.

      Hegel was the philosopher who developed the dialectic

   method of thesis-antithesis-and synthesis.  (1 81-2)



 

 

 

 

 

Swabian                                        Theory W a284

 

Table F44 - Holderlin's time hierarchy 

___________________________________________________________

 

Year Age Work

____ ___ __________________________________________________

 

1843 73  Seemingly dies of old age in Tubingen.

1806 36  Given three years to live of nervous irritability

         and profound melancoly.

1804 34  Librarian.

         Traveled.

1799 29  Second volume - "Hyperion."

1797 27  First volume - "Hyperion."

1796 26  Took job as tutor.

1795 25  Traveled extensively.

1793 23  Took job as tutor.

1792 22  First poems published - in Musenalmanach.

1790 20  Received masters but declined Lutheran ministry.

___________________________________________________________

Note: (1 151-2).

 

      Hesse wrote of Holderlin's last poem -

 

   The pleasures of this world were mine to know,

   My childhood days passed by, long, long ago.

   The summer months, how quickly did they fly!

   I'm nothing now. I only wish to die. (1 154)

 

      Hesse shared a kinship with the Stift threesome.

 

      He suffered from the same discipline in the Protestant

   theological seminary at Cloister Maulbronn, as did

   Holderlin [and Hegel and Schelling] a century earlier.

   (1 162)

      Hesse was the Nobel Prize and the Goethe Prize for

   Literature in 1946 and the peace prize of the German book

   trade in 1955.  He died in...Switzerland....[at 85]

   (1 164)

      Thus Swabia speaks.  Yet I would have never heard, had

I not met a Swabian lady - born and raised in Swabia.  She

provided books to assist my understanding of her by

understanding her heritage.  I was impressed.  And in return



 

 

 

 

 

Swabian                                        Theory W a285

I express my appreciation and write these notes of a memory

worth saving.

Section F2 - A beauty to behold 

      Evidence of beauty has many manifestations.  The

proverb, "Beauty is in the eye of the beholder," applies

here.

      Yet, in differentiation, the eye of scholarship

usually lends more credibility to the evidence of beauty.

Thus we proceed.

      From the top down.  Some incidentals - my neighbor has

brown hair, brown eyes, and thin lips.  She wears little

makeup, wears earrings of gold or silver, and her hair falls

almost to the shoulders when not in a ponytail.  Her mind, I

think, portrays rational thought - yet at a less prolific

documentation activity then I.  There are hints that when

time and choice would permit, either written, mathmatical,

or analytical evidence could be produced.

      Her oral manifestations of the Schwob talk-to-thyself

characteristic takes on more of a just-plain-talk mode -

especially to German speaking friends.  Yet there exists a

contemplative silent mode.  Thought, then action.  The talk

mode provides many friends, and, in general, a friendly

aura.  That aura or quality of life, displays enthusiasm - a

catching attribute.  Thus to be with her provides a certain

excitement.



 

 

 

 

 

Swabian                                        Theory W a286

      The body of my neighbor provides a trim profile.  Some

would, perhaps, describe it as skinny.  Yet I believe that

to not be the case.  The body provides a dancing partner's

dream - resistant for following leads, flexible for close

quarters and fast action, and light for dipping - the kind

where the ladies hair touches the floor.

      Legs are long, look great in short skirts and short

shorts, and provide the locomotion for the waltz, fox trot,

east coast swing, west coast swing, cha cha, ten step, four

corners, two step, polka, cotton-eyed joe, or just plain

weight shifting.  Her height provides for cheek-to-cheek

closeness for those slow dances.

      The feet are particularly special - during several

 

dances I caught....  [never finished]



 

 

 

 

 

Swabian                                        Theory W a287

Section F3 - The future reality 

      People do change, or perhaps our understanding

changes.

      Note the difference between the scholastic method and

the scientific method.  Many scholars, even at the

university, do not get onto the deeper meaning of the

scholar - call it the difference between a mature PhD and

not, if you will.  But the point cannot be to degrade PhD

maturity, only to point through to the essence, in my mind,

of a scholar - those five evidenced attitudes quoted below.

      In differentiation, scientific method, by design and

purpose, supports scholarship - and a very essential

 

support.

 

      Scientific method. [never finished]

      Scholar.  1a:one who attends a school or studies under

   a teacher :PUPIL, STUDENT.  2b:a learned person; esp.one

   who has the attitudes (as curiosity, perseverance,

   initiative, originality, integrity) considered essential

   for learning.  (6  sv)

      Summary.  A Schwob brings with them a rich learning

tradition - as everyone might.  They are curious.

Apparently my Swabian neighbor was curious about American

servicemen - specifically Edgar and Terry.  So curious that

she married the latter and satisfied her curiousity about

American.

      They are persevering, as the chapter 1 references

about wine, cars, houses, and property indicate.



 

 

 

 

 

Swabian                                        Theory W a288

      They have initiative.  Perhaps this attaches to

curiousity.  However, many people are curious, yet do not

take the initiative to action.

      They are original.  The choice to action perhaps leads

directly to creativity, originality, and synergism.  Many

people act in terms of work, yet do not add the mental

effort of originality.

      They have integrity.  Industry has been attracted to

Swabia - their quality of work and thus quality of life has

earned the respect and patronage of industrial firms.

      Thus I find my Swabian neighbor as a scholar.

      Now I return to my scholarly quest, specifically the

dissertation.  And this paper was also a scholarly endeavor

 

to better my life - and hopefully, Ingrid's life.

 

Table F45 - Lingering - a poem 

____________________________________________________________

 

When we are childlike, we impulsively stop and play,

Letting the world provide what may.

 

Then as we linger, something usually comes,

And our energy and attention, once again runs.

 

As out inner child comes back to the ways of the adult,

A thing called organization provides sort of a cult.

 

Be it religion, family, or business,

                 that organization thing demands attention,

And then lingering, many times, dissapears without mention.

 

Out of those busiest of lives,

               there are moments, perhaps so few,

When the mind begins to chew,

And sometimes puts on a slow fester, like a brew.



 

 

 

 

 

Swabian                                        Theory W a289

 

This malady comes along with the becoming-life

                                           of being so busy,

Thus good business, good family, and good religion,

                                     seems to make us dizzy.

 

Even our health - mental and physical,

May become critical.

 

We may even be forced through sickness to linger a while,

To then rest and put some rough life-edges to the file.

You then see that life is not so straight,

                                even for a single mile.

 

Effective organization however,

                     purports to be ever so straight,

So why then, can't an individual be ever so straight?

 

And why does an individual have cause,

                                 to linger along life's way?

Be they waiting? And for what?

                   Or are they just staying out of the fray?

 

No matter what the answer be,

It is only for each, their own life-phase to see.

 

Thus when our child lingers in a family,

                                        they grow and think,

And when we go into business,

                           we build a product, link by link,

And when in retirement,

                      of life's fruit do we hopefully drink.

 

On this short way of life, we can and do linger,

Yet we seem pushed, again and again, by growth's finger.

 

Then somewhere in between - being called lazy,

And continually rushing frantically,

                       as if we were in a craze,

We choose and organize for that next life-phase.

 

We linger no more,

We enthusiastically go to the fore.

That is, only til life once again becomes a chore,

Then we can linger once more,

For lingering, just as breathing, is at life's core.



 

 

 

 

 

Swabian                                        Theory W a290

 

Works Cited with annotations 

 

1  B.Larson (1980) Your Swabian neighbor.  Charlottenplatz,

   Stuttgart :Verlag Schwaben International.

2  G.Kleemann & E.vanHoorick (1982) Die Schwabische alb.

   Wurzburg :Sturtz Verlag.  A narrated picture book.

3  Collier's Encyclopedia (1981).

4  Britannica (1987).

5  K.W.Jauss (1989) Holzhauser heimatbuch.  Ebersbach/Fils:

   Bechtel Druck GmbH.

6  J.Thaller (1986) Stuttgart 87.  Stuttgarter Messe.

61 Webster's third new international dictionary of the

   English language (1961,1986).



 

 

 

 

 

                                              Theory W a291

 

         ENJOYABLE BRIDGE BELOW THE MASTER'S LEVEL

 

      A chronicle of an individual's learning process

             just in case he wants to look back

                    or sell his thoughts

 

                             by

                          H.L.Otto

                             to

                one of those many file boxes

                  specifically folder 142

 

                      Atchison  Kansas

                        January 1990

 

                Runner: Writing bridge wile.

 

APPENDIX G - BRIDGE IN A WHOLE LIFE 

      To play bridge takes time, and to play well takes

study, in the sense of a scholar -

      Scholar.  1a:one who attends a school or studies under

a teacher :PUPIL, STUDENT.  2b:a learned person; esp:one who

has the attitudes (as curiosity, perseverance, initiative,

originality, integrity) considered essential for

 

learning.70

      Student.  Being interested in bridge, and having a

willing partner, I and she enrolled in a local community

class named Intermediate Bridge.

      Initiative.  Being bogged down with another project

and leaving it unfinished for the moment, I visited the

subject card catalog of the local library.  Under Bridge

 

____________________

 

      70 "Webster's third new international dictionary of

the English language" (1961,1986).



 

 

 

 

 

Bridge                                        Theory W a292

Whist (I don't know why), I found the stack numbers and

proceeded to checkout the three thinest books with sensible

titles.

      Of course, this new project will probably also bog

down.  Yet I have added a sense of efficiency to my lifelong

process of pushing my interest until I get bogged down -

that of writing as my activity proceeds.  Thus this project

smacks of non-fiction!

      The real payoff comes if this process example supports

greater life effectiveness.  And now back to that project

which I stopped.  Now which one was that?  Well, I do know

that it's not file 142 (that's this one).

 

      Perseverance. 

 

       Nobody can play and enjoy this game by blindly

   following any set of rules.  The appeal of the game lies

   in the almost infinite variety of problem

   situations....This is definitely a THINKING person's

   game, and learning HOW TO THINK is important.  The idea

   is that if you are exposed to lots of the right type of

   thinking, maybe some of it will rub off on you.  (2 xi)

      Then after marketing the bridge book with the above

principle, and after 90 hands shown in the book without a

break in sequence or apparent summary, the author concludes

 

with the following.

 

       They should rewrite all the textbooks and devote more

   space to the factors that really determine who wins at

   bridge.  Perhaps I should get out and play more instead

   of tapping away at my typewriter.  (2 227)

      Thus I seek to define the difference between the rules



 

 

 

 

 

Bridge                                        Theory W a293

and the factors.  And further to understand the factors.  I

need to logic out the factors first before I can integrate

dozens of hand examples.  Or add to the factors by

 

experiencing or reading hands.

 

      Curiosity. 

 

       Nowadays players have plenty of choices: they can

   adopt old-fashioned methods: they can play Precision,

   Blue Club, Roman Club, Neapolitan Club, Livorno Diamond,

   the list is endless.  (3 21)

      In analyzing 170 table situations, the above methods

are not linked with any hard factors.  Several soft factors

 

form chapter focus.

 

       4....If you are lost anyhow, a departure from

   normality can hardly cost much and will, on happy

   occasions, persuade the other side to go wrong.  (3 42)

      6....Some players are very knowledgeable about

   safety-plays, end-plays and other technical maneuvers;

   other are clever at inducing a mistake from their

   opponents.  It is nice to be good at both but if I had to

   choose, my money would go on the man who gives the

   opposition a chance to go wrong.  (3 66)

      7....You will defeat many contracts unexpectedly if

   you maintain a steady belief that the contract CAN be

   defeated, somehow....Think to yourself, what is the

   LEAST that partner can have that will give us a chance?

   (3 87)



 

 

 

 

 

Bridge                                        Theory W a294

Works referenced 

      Annotation indicates no citation in the text of this

 

paper.

 

1  H.Phillips (1960) Bridge with Goren. New York: Citadel.

      Fifty bridge hands identified with roman numerials!

2  F.Stewart (1984) Better bridge for the advancing

   player: An introduction to constructive thinking at the

   bridge table.  Englewood Cliffs NJ: Prentice-Hall.

3  B.Schapiro (1976) Bridge analysis. New York: Sterling.

4  A.Grant & E.Rodwell (1984) The joy of bridge.  New

   York: Arco.

      "Eric developed the system and Audrey designed and

   tested the teaching methods on over three thousand

   students."  (xi)



 

 

 

 

 

Bridge                                        Theory W a295

 

 Table G46 - The logic of bridge in Theory W language

____________________________________________________________

 

Act Verb    Descriptor  Noun    Pre Who         Table

___ _______ ___________ _______ ___ ___________ _____

 

1   count   hand        points  5   all         G47

2   bid     distributed points  1   opener      G48a

                                    overcaller  G50

                                    responserOP G49

                                    responserOV

                                    rebidOP

                                    rebidOV

3   note    other       bids    2

4   deal    4 13 card   hands

5   arrange SHDC        suits   4

6   develop winning     tricks  8

7   count   suit        losers  3

7   count   notrump     winners 3

8   use     jacoby's    gadget  7

____________________________________________________________

Source: M.McVey (1982) "Bridge basics" and "Play bridge."

Lexington: KY Educational Television.

     Seven lesson and 14 lesson videos adapted from the

McVey book on the universal American Standard bridge system

(Goren) funded by The United States Playing Card Company.

The night of November 4th, 1991 after studying the basic

videos I played bridge so badly that I immediately attempted

to work bridge logic with Theory W.  First realization was

that the Theory W data base handles task sequence but not

logic sequence.  The logical sequence of bridge appears here

in scholarly form.  The 14 lesson set emphasizes notetaking,

stimulation, and universal (standard) practice.

 

Note: a Upon reviewing this 1990 and more 1993 information

the idea of modified chaos came to mind.  These divsions

will be tested over the future years in an attempt to modify

chaos and evidence same in writing.  From electronic

thesaurus search, the word organization can be seen as camp,

cluster, collection, crew; code, way; coalition, concord,

confederation, consolidation; complex, network, system;

concern, corporation; club, company.  Organization applies

to bridge and in turn, the Theory W structure should apply

to bridge.  Some of the following code defies decoding.



 

 

 

 

 

Bridge                                        Theory W a296

 

Table G47 - Point counting 

____________________________________________________________

 

s:4a-1 a0uh61stqjxx2nd weak5=4 (5h=24<short)s&c=c

s:weak5=4   :newforcesr4sak/q105s0

  hof=s&ccl1stotherr2nd25h24<shorts&cc

1:13            stp

        qj10x

        qxxxx   ssp

        qj9xx6  snb

 :must2q14      snn

                snt

                snb                     :2qxxx5a>3p

        qj10x

        a

        qxxxi

        xxxxx

 :tod<4                                 :s<11

 :16

 :19i

 :22i

2:25p52425's236217     game:<72n7qnewor(rebidque?)raise89b3n

3:4:5:<10h-2v-3t7+         :b12t

n:433344325332qx

1:1618                    b:892n7510143n15164n17186n217n

                          u:<852dhs=>84m2c103s<106m4

2:2224allstop

3:2527allstop

r:ifsraised+1t5+t6etc

 

r:5v3s1dh<4-1t34333

 

2hi&2loPARTNERSHIPs hiStaysRightCuts allElseLeft

2 deck shuffle deal sort count

aim to win the best contract, 6 book + bid

 

26NTSH & 29DC points for game contract 33s500,750 37gs1000

 

lead from declarer's left, dummy hand lays down

follow suit, trumping, part score, game100pts,

rubber2of3g500 (30SHvs20DCpts) suits +NT(40then30)

 

whist, bridging, auction, contract 6billion

____________________________________________________________

Note: Supports previous table, although somewhat chaotic.



 

 

 

 

 

Bridge                                        Theory W a297

 

Table G48 - Opener bids 

____________________________________________________________

 

         Points Bid guides based on 26 & 29 points for game

         ______ ____________________________________________

 

                1levelSHDC

           0-12  pass, pts=4a3k2q1j +distribution 1d2s3v

          11-12  pass unless third hand

          13-15  asking 6 pts to score 60SH40DC,pass misfit

                        8 total trump?

                 convenient minor of 3+c w/2 4c majors

                 &play there if you get raised=misfit

                 any 5+c suit longer/higher rank first

                 4/5c suits touching      higher first

                            not touching   lower first

                 (some partners don't bid 4c majors)

                lie rank -DC,SH,2defensive tricks,points

                NTlevels                      4333,4432,5332

          15-18  1                       hi card points only

             18  5332=19s

          22-24  2 hi in all suits, at least q in d

          25-26  3 hi in all suits, at least q in d

          19-21  1s then 2NT(19) or 3NT(20-21)

                 2s demands game

             25   5cs or count 2 losers & 2 quick tricks

             23   6cs          1

             21   7cs          0

 

                 opener rebids - never a 4card suit

          13-15  1NT closeout (2NT=strong hand)

                 +partner's suit

                 back to opening as last bid

                 pass to partner's confirmation of opening

          17-18  game or encourage game

          20+    game or possible slam - jump shift

____________________________________________________________

Note: Supports previous table, although somewhat chaotic.



 

 

 

 

 

Bridge                                        Theory W a298

 

Table G49 - Responder to opener bids 

____________________________________________________________

 

         Points Bid guides based on 26 & 29 points for game

         ______ ____________________________________________

 

                  can skip 5c rebid

           6-9   1s including 4cSH

                 raise opener's suit but first above

                 1 N

                 bid only once with above preference

                 2 level shows nice hand [but how nice?]

          10-12  makeup bid then rebid   promotion +1hc1d3s5v

                 redouble if misfit, opener passes w/good hand

          13-15  jump toward game

                 bidding different suit = opener must rebid

          16-18  change suit jump next time toward slam

          19+    jump shift

           0-6   2N

           7+    best suit

           0-5   pass                     4333,4432,5332

                 2 DHS drop-dead bid w/o NT distribution

           7-9   2N with hicard 5card major

           4     3N

          15-16  4N

                 use Gerber4C for ace info w/o NT distribution

          17-18  6N

           6-9   3 DHS               w/o NT distribution

          10+    4  HS                  promotion 1d3s5v

                 2 4cSH 2C asks opener for best 4cSH  (Stayman)

                 2D from opener indicates no 4 card major >j hi

                         suit bid then indicates 5 cards

____________________________________________________________

Note: Supports previous table, although somewhat chaotic.



 

 

 

 

 

Bridge                                        Theory W a299

 

Table G50 - Overcaller bids 

____________________________________________________________

 

         Points Bid guides based on 26 & 29 points for game

         ______ ____________________________________________

 

                 overcalls     seeing tricks w/no help

                 1 level              4 notV 5V

                 2 level              5 notV 6V -

                 pass,

                 suit,                 not 4c nor weak 5c

                                       6c vs 3level preempt

                 jump,                 hi card strength

          11-13  double,a minor        3+c unbids 2-c bid

          13-15  double,a major        3+c unbids 2-c bid

          16+    24game                then bid suit

                 NT,                   game demand

                 cue

____________________________________________________________

Note: Supports previous table, although somewhat chaotic.



 

 

 

 

 

                                              Theory W a300

 

APPENDIX H - A PURPOSEFUL LIFE 

 

                  to narrate the basis for

                "minding one's own business"

 

                             by

                          H.L.Otto

                             to

                      personal library

 

                      Atchison  Kansas

                        October 1993

 

                Runner: Self-business wisdom

Thinking with words 

      Review.  All individuals think about their business of

spending their own time.

      Summary.  This wording writes using some Theory W

words as a way.

      Next.  Apply the principles as a experimental

treatment and evaluate the measured wholehour results in a

future weekly review.

      What.  "I like physical contact," including a hand on

the shoulder, a handshake, hugging, marital foreplay, and

the synergism of sex.  Thus my physical attractedness and my

physical attractiveness provide the entrance to a

relationship.

      When.  Seemingly, for over eleven years, I have always

been in the relationship marketplace - the relationplace.



 

 

 

 

 

Focus                                          Theory W a301

The reason for being there can be seen as hierarchical need

fulfillment, thus I need to continue being in the

relationplace at all times, unless I take myself out of the

relationplace for reason of refocus - to repair the self, as

 

in making course corrections for future action.71

      Where.  From experience, a large metropolitan area

singles ministry affords the opportunity for viewing and

interviewing potential relationship partners.  I am also

viewed and interviewed therefore I must be principled and

practiced.  "Be prepared."

      Why.  The activities of viewing and interviewing

precede a relationship which can be better described as a

partnership.  The partnership term designates a structure

where both partners contribute to the partnership primarily

for themselves and secondarily for the other.  This means

that the partnership bases upon independence rather than

codependence.  Each partner depends on the other for the

other to be independent in thought and talk.  Partnership

talk, however, demands correlative initiative.

      Web.  The linear sequence of weekly review activities

- (a) reorient to principles, (b) invite talk, (c)

experience synergism,72 (d) grow closer, and (e) "live

 

____________________

 

      71 If in a monogamous relationship, marriage

included, one freezes the marketplace to the duality of the

partnership.



 

 

 

 

 

Focus                                          Theory W a302

 

happily ever after" - even if remaining single. 

 

Resultant principles 

      Four principles are apparent from the above thoughts.

In knowing myself, the principles are prioritized as (1) sex

which also bases on mental contact, (2) independent

organization of both partners, (3) the synergism of

correlative initiative, and (4) partnership which

 

contributes to each other's growth and good feelings.

 

____________________

 

      72 The experience of synergism cannot be controlled,

it happens from correlative initiative.



 

 

 

 

 

Focus                                          Theory W a303

 

Table H51 - The attractiveness of individualsa____________________________________________________________ 

 

         Physical attractedness (yes or no)

           Mental attractiveness

Self         Comment

________ _ _ _______________________________________________

 

Harv     y y needs to sharpen individualness and challenging

Lois     n y searching for growth yet seems sharing-poor

Irene    n y has loving time available

Machelle y y "is not ready for relationship"

Patricia y y wants a "sugar daddy"

Donna    y n she hates narrow corporates and is one

Marilyn  y n looking without giving a second chance

April    y n intellect dulled by valium dependency

Carla    y n recently oversized and still embroiled

Jeanenne n n poor in her independence for growth

Dori     n n somewhat timid yet challenging for sharing

Jaunita  y n "relationship is retarded child"

Coleen   n y demands commitment from a non-relationship

Carlene  n n downsized and oversized, facilitates services

Janice   n n lives in her dead husband's world

CarolAnn n n never responded to written challenge

Kathy    n y poor in life quality

Roselea  n n job success was her whole life

Ruby     n y chooses to be servant (controller?) of kids

____________________________________________________________

Note: Attractiveness expressed in current yes or no

feelings.  Based on 92-94 activity with Village Singles

which also affords excellent educational opportunities.

      a The Theory W term of woo-viewing or woo-ing for

short.

      Personal aim.  In afterthought, I am going about my

business of running my self-organization, fulfilling all of

its needs, and at the same time looking for partnership

arrangements, not to codepend and thus interfere with my

organization performance, but to facilitate mine and the

other's growth.  The partner correlation describes better

than goal congruence or cooperation.



 

 

 

 

 

Focus                                          Theory W a304

      The impact of 64 biblical verses paraphrased under the

category entitled "Another's spirit may not look after your

spirit" has prompted the following section.

      The wisdom of one's spirit.  As facilitated by a

Village Church educational opportunity, Harv proceeded to

investigate the active essence of life as internalizing the

Holy Spirit, making himself a wholly spirit - seeking to

make that special imprint or soul of his, known to others,

in ways which present mental vigor, animation, cheerfulness,

liveliness, vivacity, independence for the parties, a bodily

constitution that is a source of energy and strength,

briskness, ardor, enthusiasm, courage, firmness,

assertiveness, mettle, loyalty, and joyfulness.  Switching

from the dictionary of our culture to some bible study.

      We enter and move through the bible by using a

concordance.  The words spirit, spirits, spiritual, and

spiritually provide 690 occurances for paraphrasing.

      A sentence-structure summary of the paraphrase

categories follows.  The order represents the sequence of

how a new category came to be when the next passage

 

paraphrase didn't seem to fit the previous categories.



 

 

 

 

 

Focus                                          Theory W a305

 

Table H52 - Categories of the spirit 

____________________________________________________________

 

Categories for the 690 paraphrases of the root word spirit.

____________________________________________________________

 

Humans know the joys of traveling and movement.

The essence of human life is spirit.

The spirit resides in all levels of human condition.

The spirit of God is meant to be within each individual.

The human spirit grows from past and present generations.

The spirit is meant to represent individualism - choice.

Mend a broken spirit first then the individual can listen.

From an internalized spirit comes favorable attributes.

Another's spirit may not look after your spirit.

Spirited individuals have whollistic vision for their future.

Spirited people are open, work hard, talk, and write.

Spirited individuals are restless.

____________________________________________________________

Note: The 690 paraphrases and their groupings are detailed

in the CHURCHxx files of Theory C (disk H at this time).

      The paraphrase and categorization are highly

personalized, reflecting how Harv sees his world and how he

has taken the concepts of scientific case-study, life-time

in whole-hours, spirited life, God, and spirit references in

 

the Bible to enhance his way in life.



 

 

 

 

 

                                               Theory W a306

 

APPENDIX I - A PURPOSEFUL JOB 

 

         Aims at validating a lifetime relative to

              becoming a Doctor of Philosophy

                     not just a trainee

              from a narrow school of thought.

 

                             by

                          H.L.Otto

 

                      Atchison  Kansas

                         July  1993

 

        Runner: An integrated operating personhood.

 

      Thirty-second commercial (73) old version.  I

actualize productive work - my own work and other's work

within the organization.  As engineer, controller, manager,

national consultant, administrator, and professor; I have

significantly improved the organizations for which I worked.

My resume details twenty-two substantial improvements and

 

superior performances.  I seek rewarding productive work. 

      Thirty-second commercial - new version.  My strategy

is to promote functional organization and its

administration.  My past work tactics and measured

performance results have supported the strategy of

functionalism.  For the future, I want to creatively teach

the principles of strategy, functionalism, and productivity,

 

____________________

 

      73 D.Lowe (1993) "Career transition."  The

newsletter of the village singles, vol.9, no.12.  Prairie

Village KS: The Village Church.

      A handout on "The thirty-second commercial" referenced

a Wall Street Journal article and "How to get your point

across in 30 seconds" by M.Frank.



 

 

 

 

 

Otto                                           Theory W a307

and I want to further my personal writing capacity.

Job application & employer mission 

      Review.  The acknowledgement section of this

dissertation mentioned remuneration for writing work, either

direct or indirect.

      Summary.  This appendix takes the updated resume

materials resulting from the idea of functionalism which

developed from the dissertation process and inquires into

their application to a particular employment situation.  The

expert worker inquires into the ability of the two

organizations to congrue.

      Next.  Even before this dissertation was completely

printed, updated resume material as a result of the

dissertation were being honed, as opposed to, for examples,

publishing a research article or travelogue article.  The

search for Theory W has produced a different Harvey Otto

perhaps likened to a Theory W as a unifying theory of the

author's life.

The expert worker. 

      The expert worker of Theory W usually maintains

employment status, in other words, s/he trades work for

wage.  The wages then pay for existence need fulfillment.

Theory W also applies to the individual in their own

employment status.  This individual responsibility for their

self, not for their employer, underpins Theory W.  Thus each



 

 

 

 

 

Otto                                           Theory W a308

employee has their individual resume.

      The author's resume, according to the above logic,

became an important portion of the dissertation.  Logically,

this was no surprise, verifying the foundation of Theory W -

the self organization.  The formal organization then has the

responsibility to encourage the expert worker's resume.  In

other words, "Where does the expert worker want to go with

their lives?"  This question works especially well in

teaching college students.

      In the author's case, this dissertation gave rise to

the personal service business called Function View, in the

event that the author would choose this direction, however

unlikely.  In the consulting business previously,

functionalism provided the underlying theme of his services,

and the dissertation brought out this basic of his expert

work.

      Through circumstances, the author has minimized the

payments for existence need fulfillment, and used the

released time for relatedness and growth needs fulfillment.

In hindsight, this falls as both good and bad, or rather

both positive and negative for his individual organization.

In the end, his comfort with writing, and thus with himself

came to be better.  What more could a life provide?

      The author's own case study provided an application of

Theory W as an investigative tool.  The Theory W tool,



 

 

 

 

 

Otto                                           Theory W a308

whereby an employer's functional organization represents the

relatedness of employees to the employer mission, could also

be applied to viewing a potential employer.  The following

case pushes Theory W into the investigation of a potential

 

future employer.

 

      Resume materials. 

 

      One page brief

      Business and personal cards

      Two page chronological resume

      Life-long academics

      Graduate course statistics

      Benedictine evaluation statistics

      Wesley evaluation statistics

      A.A.A.video & class notes

      Curriculum vita

      Testimonial summary

      List of twenty testimonial letters

      Packet of twenty testimonial letters

      Primary and secondary publication lists

      Community service list

      Committee service list

      A.S.A. umpire experience

      A folio which keeps the above together

Theory W investigation of Tabor College 

      This case from the past has been redone to fit into

the context of this appendix.  The materials earned a top

candidate but without a finished dissertation and transcript

 

I could not argue the merits of my external degree.

 

      Cover letter.  Responding to your letter dated

December 17, (1) I appreciate sharing with a faculty dean

who aims directly at the organization mission, (2) enclosed

find job and testimonial letters, and (3) find attached the

answers to your questionnaire.

      The ability to focus on why an organization exists,

provides the comfort and affirmation of truely functional

reasoning - essential to success along with formal

organization, informal organization, and the integration of



 

 

 

 

 

Otto                                           Theory W a310

 

technological advance.  I have administratively practiced

those four facets of successful organization in Business

Administration, Higher Education Administration, and college

teaching.  My ongoing work specifically expands organization

theory to the individual.  Thus giving the student a

personal entrance into administrative study - a challenge or

call to purpose.  In support of theory I offer broad and

integrated real-life experience.

      Your materials have evidenced a purpose (mission)

focus which I admire and practice quantitatively

(scientifically).  Your focus has market potential and I

trust that Tabor has reaped the rewards in terms of

financial stability.  As for my personal stability, I have

integrated and internalized the science and religious

entrances to a full life - thus I enjoy life.

      I do not have an exact understanding of the

requirements of your evangelical Mennonite Brethren theology

therefore I attempt to state my life faith in terms

paralleling the Tabor mission which I have amplified with

table I53.  My life faith sympathizes with (a) Alderfer's

statement of ERG motivators, (b) Jesus' love as satisfaction

in life, (c) the Jesuit educational theme of service, (d)

Jesus' church as the way to love, and (e) the functional

reasoning of liberal arts in support of the thinking

individual.

      Thank you for this opportunity.  Job and character

references are attached, then after that, I continue the

Applicant Information you requested.

      Sincerely, H.L.Otto

      Academic and character reference.  The idea of

statistical significance applied to the reference checking

process calls for an expanded sample size and evidence

beyond colloquialism.  Therefore my profile folio contains

dozens of work related reference letters and written

performance reviews for your inspection.  I also have a peer

review video tape of my teaching along with peer grading of

it.  Statistical and written references validate my teaching

excellence.

      Liberal arts philosophy.  My teaching philosophy



 

 

 

 

 

Otto                                           Theory W a311

embraces quantitative methodology applied to the common

definition of liberal arts....  (61 sv)

      The wholeness quality of a Liberal Arts program, for

me, comes about through the quantitative organization and

subsequent administration (management) of the program tasks.

Depending on department policy, my course syllabi encourage

students to choose tailored study tasks which accomplish

course-subject learning - in addition to testing against

national norms.74 The flexible study tasks, although

chosen and structured by the student, are administrated to

challenge the student to internalize the logic of liberal

arts, including the scholarly closure of those study tasks.

The student can then take that literal documentation into

their future courses or professional positions.

Unfortunately, that accomplishment still remains in the

 

minority. 

      I also encourage the college to discriminate between

the liberal arts essence of integrating course lessons and

the stereotyped high school methodology.  True liberal arts

challenges students to evidence thought.  And they usually

 

____________________

 

      74 An important example pertaining to department

policy concerns course-subject texts and their study

coverage.  To achieve integration toward the quality of

wholeness, I believe that connecting faculty must critique

text selection and syllabi content.  As examples, I build on

the logically connected concepts of feelings, needs,

Hawthorne effect, love, and soul - among many others.



 

 

 

 

 

Otto                                           Theory W a312

want to align their learning experiences by practicing

integrative growth choices.

      Student short-term choices usually attend to technical

skills.  Yet they desire to associate with the experience

which has successfully coped with `hi-tech' cultural

complexity.  Logical challenge brings out their best.

      I thus believe in a viable and visible organization

philosophy which provides a never-ending purpose to control

the development of measurable objectives.

      I reiterate the Tabor mission in the table below.  The

action-phrase task definition and task sequencing draw

attention to why the organization exists and begins to

document the way in which the mission comes to

actualization.  This quantification documents the

organization context in a valid and rigorous style.  A trail

of tasks thus unfolds from the mission down to the measured

objectives, and on to the day-to-day implementation by the

members of the organization.  See tables I56 and I57 which

begin to show the Tabor organization logic trailed down to

the individual job description.

      All members of an organization have specific

performance oriented job descriptions - some parts visible

and some hidden.  My dissertation describes an organization

Theory Whereby a single database documents both the

organization's logic and job description accomplishment.



 

 

 

 

 

Otto                                           Theory W a313

One database sort shows the way in which individual member

tasks support the organization mission.  A second database

sort lists the measurable work tasks which can be evaluated

for performance.

 

Table I53 - Tabor College mission in database form 

___________ ________________________________________________

 

 Act  Verb      Descriptor  Noun

 ___  ________  __________  _____________

 

 1    minister  people      needs

 2    match     MBbiblical  understanding

 3    raise     persons     JCservice

 4    support   Christian   context

 5    offer     LA-P/C      education

____________________________________________________________

Note: Tabor College catalog (1990) p.4.

      Liberal arts commitment.  The commitment to liberal

arts education has called me from a prior business career

into the service of liberal arts college teaching.  My

Personal Information shows the salary sacrifice.

      My Christian self.  I quantify my spirit in Jesus,

specifically in terms of His love.  To me, the spirit of the

Bible comes through time, into the New Testament, and to the

focus word of Jesus' love.  For me, the writings of John

Powell,SJ have led me to define love, for my personal and

appropriate classroom use, as three levels - (1) respect, (2)

time and specific encouragement, and (3) challenge.  I have

experienced these levels in successful business

 

practice.75



 

 

 

 

 

Otto                                           Theory W a314

      On the respect level I can love all the people of the

world - a sort of general orientation in support of act 1

part of the Tabor mission table.

      The time and encouragement level realistically

delimits my actions.  I only have 24 hours each day and that

limits my love actions.  On this love level, I have

generally witnessed college and university organizations

which are less loving than my previous business experiences.

I find this ironic, since I view the higher education

product to be whole individuals - students, faculty, and the

internal and external support community.

      Challenge - Jesus' love challenges into this day and

every day, specifically in the renewal of the logical basis

for His church and the smooth reconciliation with science as

a life-betterment tool.  Science can be seen to verify the

wisdom of the ages.  Religion being the wisdom of the ages.

      For me, a Christian person acts lovingly for

 

____________________

 

      75 My definition of the scientific self builds on

the psychology continuums of joy-sorrow, love-hate, and

freedom-fear - in general, universal good-bad feelings with

a tie to statistical significant study.  The scientific self

acts to actualize the tasks of the particular organization

in question.  Tabor students and faculty, for example, are

challenged to act to actualize the Tabor mission.  Thus the

graphic arrows or forces of action are aimed by the self,

with direction given by the mission - different from

reacting simply out of obedience.  The spirit of liberal

arts logic thus synergistically releases a community effort.

Many successful business have that love - I experienced it.



 

 

 

 

 

Otto                                           Theory W a315

internalized reasons, without being told in an autocratic

fashion.  I view challenge as controlled but but not

autocratic.

      My love commitment.  I view college teaching as

potentially more loving than a business career.  Thus I have

traded salary and direct family proximity for the potential

of education.  My student and peer contact provide me with

more occurances of respect, encouragement, and challenge.

My growth need motivates me.

      However, I have found many unloving college situations

seemingly hand-in-hand with their poor business practices -

an especially incredulous situation when they claim to teach

business administration.

      As part of my religious practice, I track my time

performance - our time on this earth being a serious

responsibility in my view.  My life-time currently places

priority on my dissertation and PhD completion.

      Timed loving work.  In the past I have been a

participant in the Catholic Church.  My contributions to the

church show in the tables below.  I have carried the idea of

church service into the world and beyond the formal

organization of any one church.  My timed life hours are

blessed as a result.

Table I54 - Church service detail omitted. 

Table I55 - Civic service detail omitted. 



 

 

 

 

 

Otto                                           Theory W a316

      Serving the Tabor spirit.  I have moved within the

American culture and bring to students a wealth of

experience which fits within the context of a

populace-serving and truely universal church.  I have found

the spirit of Jesus everywhere and reinforce that spirit.

Good wins over evil if we take the time to appreciate the

process of Jesus' love.  Jesus lives!

      I now examine my performance evidence against the

Tabor list of action tasks, using the precedence database

 

method of my dissertation.

 

Table I56 - Performance evaluation to Tabor tasks 

____________________________________________________________

 

Act Verb     Descriptor Noun          Way ?

    Scholarly reference

___ ________ __________ _____________ ___ ___

    _____________________

 

1   minister people     needs           3

    (4)

2   match    MBbiblical understanding  20 no

    (4) another tradition

3   raise    persons    JCservice       5

    (4)

4   support  Christian  context       2 7

    (4)

5   offer    LA-P/C     education  6 9 21

    (4)

6   understd LPHLAs-AS  knowledge   10 11 yes

    (5.1) bio package

7   understd webbed     knowledge      12 yes

    (5.2) course content

8   understd worth      systems           yes

    (5.3) this statement

9   choose   viable     career         15 yes

          teaching

10  understd inquiry    methods           yes

    (6.4) transcripts



 

 

 

 

 

Otto                                           Theory W a317

 

11  understd creative   arts              yes

    (6.5) good feelings

12  practice independt  scholarship    14 yes

    (6.6) external degree

13  practice            fourRs            yes

    (6.7) lesson method

14  use      personal   resource       17 yes

    (6.8) life balance

15  raise    healthy    relatedness    16 yes

    (6.1) lesson method

16  seek     student    views             yes

    (6.2) lesson method

17  balance  self       activity    24 25 yes

    (6.3) life balance

18  understd Jesus      love              yes

    (6.4) lesson content

19  choose   life       responsibility 22 yes

    (6.5) personal record

20  mold     MBchurch   workers         5

    (7.1)

21  provide  career     skills       6 13 yes

    (7.2) bio package

22  show     self       organization    6 yes

    (7.3) dissertation

23  show     lifelong   learning       18 yes

    (7.1) bio package

24  fulfill  teaching   function       23 yes

          bio package

25  enrich   personal   lives          19 yes

    (7.2) my enjoyment

____________________________________________________________

Note: ( ) = Tabor College catalog page and item number

(1990).

      The above database concept resorts into job

descriptions for weekly performance evaluation.  My

particular self-job-description appears below and reconciles

to the act numbers of the previous table.  This type of

functional organization has and will always exist.  My

dissertation quantifies that pure functional organization



 

 

 

 

 

Otto                                           Theory W a318

apart from the other facets of administration - those being

formal and informal organization and the techniques of

applied science.  My future interest beyond dissertation

completion and a college teaching position, lies with

publication surrounding the topic of organization

 

quantification which leads to mission actualization.

 

Table I57 - An individual's task hours and effectiveness 

___________________________________________________________

 

                           Hours for

Task description             weeks ago

_________________________ _____________

 

Action verb Noun object    1    2    3   Comment

___________ _____________ ___  ___  ___  __________________

 

maintain    body/mind      75   87   81  act 17 above table

encourage   relationship   38   25   50  act 15

write       dissertation   26   35   20  act 12

maintain    assets         16    1    5  act 19

get         job            13    2    2  act 24

pursue      exercise        8   18   10  act 15

facilitate  students        2            act 24

measure     lifetime      168  168  168  seven 24 hr. days

measure     effectiveness  33%  33%  22%

 

History -

   Third, second, first quarter of 1990  24% 34% 38%

   Third quarter of 1989                             20%

___________________________________________________________

Note: Based on H.L.Otto's current performance.  His

strategic task organization shows in other documentation.