Translating Systems Thinking for People in the World of
Business
Linda Dolny
51 Kingswood Drive
Bethel,CT 06801
New ideas are being implemented in businesses today with little
thought being given to the philosophical and emotional shifts
that everyone in these organizations must make if American
business is to succeed as an industrial power.
For programs such as continuous improvement, peer review, team
concept, and total quality management to succeed, an under-
standing of systems thinking and system dynamics is necessary.
It is at the root of these philosophical shifts. Business needs
people who can translate a complex, technical and sometimes
frustrating subject. This requires innovative and creative ways
of teaching adults at all levels in the workplace.
This paper deals with some of these methods and brings together
a list of resources that have proven successful in
communicating these ideas.
Translating Systems Thinking for People in the World of
Business
TTS
OU NEED TO USE Unbeknownst to
FANGS woRes LIKE | | everyone, it was a ~
ldark and stormy night. ?
This is not a paper; rather it is a story. And much like
Snoopy's proverbial, "It was a dark and stormy night", is being
penned by a layman - but a layman who believes that communi-
cating and teaching system dynamics are essential for the
successful future of American business.
This is an effort to share the lessons learned; to share
the materials that have been useful; and to begin the dialogue
as to how experts and laymen can move these ideas and concepts
into the hearts and minds of those in need of the technology.
304
System Dynamics '90 305
Achieving the full potential of this discipline requires
that these ideas reside within the organization. Changing the
structures in business requires changing the mental models of
business. This means changing the mental models of employees
and thereby shaping the culture, the context, within which the
decisions of the business are made.
Signs are all around that support the need for this broader
application of system dynamics. First of all, today's new
programs (continuous improvement, total quality, self-directed
workforce, quality of worklife, high commitment teams, labor
management cooperation, team concept, peer review, gainsharing)
have a whole different implication than the ones of yesterday
(management by objectives, strategic planning, bottom line
management, scientific management). These new programs imply
the whole system doing something about the whole system. No
longer is the leader the sole implementer and thinker. Now
everyone is expected to think and act, often independently,
while on the job; and that means the whole system better
understand those forces at play - those characteristics and
patterns that exist in dynamic systems.
One leading expert in designing and implementing whole
system problem solving has described this shift as being an
evolutionary process of business problem solving (Weisbord
1987,262).
He states that when solving problems in business, there are
two questions that must be asked - what problem will we solve
and who will solve it? To answer these, a leader can place his
strategies at different points between two extremes.
What do we solve?
An isolated The whole
problem system
Who will solve it?
The expert Everyone
(manager, engineer,
consultant,etc.)
The left side has the advantage of being faster for the
short term and the right side has the advantage of instilling
ownership and locating more effective solutions. When in a
crisis situation, business leaders often must and should
operate to the left. For creating change, operating on the
right side offers the organization the best possibilities for
long term success.
However, the problem for business is that the ways of
answering these two questions have evolved over the past
decades from one extreme to the other. The first evolutionary
phase was to isolate the problem and ask the expert to solve
it. Detailed problem solving techniques to break large problems
into discrete smaller parts surfaced. Leaders believed that
306 System Dynamics '90
once the pieces were solved and aggregated, the whole would be
solved. The process was discredited as the expert went away and
the problem resurfaced, often with a vengeance.
Next, everyone was asked to solve the problem. The quality
circle movement emerged with it's problem solving techniques
for everyone in the organization. However, those who experi-
mented with quality circles in the late 70's learned hard
lessons about adopting ideas from other cultures which ask
employees to think for only one hour a week.
The third evolution saw the rise of experts working to
improve the whole system - system dynamics experts and large
consulting groups that lived with a client to provide whole
system solutions.
The fourth evolution is now beginning - asking everyone to
improve the whole system. Efforts currently in progress are a
manifestation of this. Labor/management teams on quality of
worklife, self-managing teams, decreased layers in management,
personal computers for everyone, and pay plans that are based
on business performance which reward the group rather than the
individual are only a few examples of these efforts. It is this
fourth evolution that highlights the problem - everyone can not
improve the whole system without understanding the context
within which they are working. Methods to translate and
communicate the language and concepts of the system dynamics
expert to that of the person working on the factory line and in
the office are difficult to locate. It is now time to include
the entire workforce in teaching efforts aimed at communicating
these concepts.
Creating a common language for the entire organization is
also necessary. Having people challenge themselves and search
for "goal erosion" or "long term trade-offs" , "shifting
burdens" or "leverage" are clear signals an organization is
changing perspective and mental models as well as becoming
self-policing of it's own behavior.
A second reason for the need to translate system dynamics
for the layman, is a frightening sense of powerlessness that
exists in our organizations. No one - from congressmen to the
President, from the mayor to the school superintendent, from
the student to the CEO, the manager, or the employee - feels he
can make a difference in today's environment.
A cycle of blame so many have been riding has fueled this
sense of powerlessness. Few rise above it and believe their
actions really count for something. Many people, at all levels
in the organization, still believe the fairy tale that someone
is in charge - that someone has a plan and if found will save
the organization. Current structures support this myth and
encourage people at the bottom of the hierarchy to become
dependent on the "hero" manager while those at the top of the
hierarchy believe they are completely responsible and must
somehow save the system. When actions for change are un-
successful, finger pointing and blame can grind the system to a
halt and prove, once again, how powerless and needy the system
is for someone with THE answer.
System Dynamics '90 307
As this cycle plays out, people take a wait and see
attitude. Those at the top are waiting for employees to change
and employees are waiting for middle managers to change. And
everyone believes that change means others must do the
changing, not themselves. If this is the scenario - where and,
more importantly, when will real change happen in
organizations? Understanding complex systems and the dynamics
at play can move people away from this sense of powerlessness
and toward a greater sense of power with a belief that, "I can
make a difference."
To build whole system understanding and to counter this
sense of powerlessness, experts must integrate system thinking
and, quite possibly, system dynamics, into organization
training and consulting at all levels. However, in turning
to management articles, business reviews and existing training
materials (for example, games, videos, exercises, simulations,
case studies) there is little available for the manager and
almost nothing for the machine operator or secretary.
Sharing a STELLA model (High Performance Systems,1987) or a
DYNAMO model (Richardson,1981), with a free wheeling entre-
preneur or a machine operator on the midnight shift is not
furthering the discussion around system dynamics. Neither is it
helping them realize the ways this technology can help.
This technical and very complex subject which is necessary
for the general population has few accessible materials to
assist in the learning process. This realization left me with
little but a personal vision - to be a translator of this
complex subject. In pursuing this, I have learned several
important lessons:
Lesson 1 - Recognize different audiences and develop focused
appeals.
The CEO, supervisor, secretary, technical contributor,
machine operator, and engineer not only have very different job
requirements, they are very different in personal values and
needs. Consequently, they need to learn different aspects of
the subject. Excluding any group from a basic understanding of
how system dynamics operate will harm the process in the long
term. Machine operators on third shift will never build a
computer model but their input is essential if the model is
going to reflect the true system. This input will only be
enhanced by an understanding of the philosophy behind the
model.
Feedback loops can be helpful here - especially ones that
tell stories that people can appreciate and help to build.
Douglas McGregor's Theory X/Y provides an example (McGregor,
1960):
a en,
Other person's behavior My behavior
K. _éthen person's assumptions,
308 . System Dynamics '90
Based on a discussion of feedback, a machine operator built
this loop:
“a I think he's a jerk
Therefore, he acts I treat him like he's a jerk
like a jerk
He thinks I am a horse's-----
While not necessarily a loop that executives would relate to,
the message here is clear - if I want to change his behavior, I
test my own assumptions first and in the process increase my
own power to act.
Supervisors and managers relate to this loop not only in
diagnosing individual and management behavior but also in
diagnosing structures needed to support new programs:
Our assumptions
iA about people “Yy
Structures we put
People's a ad in place
When managers challenge their assumptions regarding existing
workplace structures and the subsequent behaviors generated in
the organization, significant learnings can take place. For
example (Ken Murphy, Union Carbide):
We require hourly
employees to punch timeclocks
a (existing structure)
People at work can not “"" Hourly employees often
be trusted to record time work at manipulating the
accurately time clock system because
(assumption) xn they do not trust me
(subsequent behavior)
This is an assumption that has driven a system behavior for
generations and managers are just beginning to ask if this old
assumption supports new behaviors!
These kinds of loops or similar ones are very familiar.
However, the use and application of feedback loops for all
levels in an organization has not been appreciated. When used
as a teaching tool that develops spontaneously from discussion,
the idea grows that cause and effect are related in a
non-linear fashion and that it is possible to locate leverage
System Dynamics '90 309
in the system. Once the concept of leverage is grasped, people
begin to move toward creating the future rather than solving
discrete pieces of the problem. Their own sense of impacting
the future begins to grow and any project involving modeling
can move forward with more appreciation and understanding by
all involved.
These messages can be very powerful when presented in the
form of feedback loops; but, they must reflect the values and
needs of the audience as they truly are and not what we
teachers and consultants want them to be. Further examples of
techniques to develop focused appeals are listed in Attachment
1.
Lesson 2 - Keep the messages simple.
This simple and self explanatory idea has been one of the
most difficult. Jargon abounds in system dynamics. The more
technically literate people become, the more they tend to rely
on technical words to convey messages. For example:
A structure of interacting variables
Reductionistic versus holistic thinking
Policy resistance
Compensating feedback
A new paradigm
Open system, input and output
Computer modeling
System dynamics
These words are often viewed as jargon and can cause people
to tune out and turn off to ideas before they recognize the
value of those ideas. The danger for experts and laymen alike,
is that, at some point, the words are no longer perceived as
jargon. No one wants to be condescending to an audience but
neither can the expert afford to assume that others understand
or that the jargon will be helpful in explaining the ideas.
The key learnings and messages for most groups can
presented in a simpler language:
"Basic patterns exist in all systems. We can learn those
patterns."
"Systems behave as they do because they are built that
way."
"Unintended consequences are everywhere and sometimes can
even be avoided."
"Influence increases as we impact structure. We can learn
our structures."
The danger in keeping the teaching of the ideas simple is
310 System Dynamics '90
that people can confuse the message delivery and the message.
This is a complex subject that has been intentionally
oversimplified for the purpose of learning. The burden now
resides with the instructor to peel back the layers of the
onion deep enough for any particular audience.
I have learned some wonderful stories from participants
that help in this:
"Leverage is my mother bringing me to my knees with a few
words like: 'Is that all?', ‘Remember me?', ‘You haven't called
recently' or 'So?'."
"Synergy was the 1988 LA Dodgers. The sports writers failed
to predict their success because of a belief there was very
little individual talent on the team. Reductionistic thinking
is reflected in George Steinbrenner's hiring policy for the NY
Yankees - pay the most money for the best talent but do not
worry about the ways the parts fit together!"
This quick understanding of some of the concepts of systems
thinking has lead to lesson three.
Lesson 3 - People in business intuitively understand bits and
pieces of systems theory.
However, the various concepts of system dynamics in the
business world have never been aggregated for them to study as
a theory so they can build their own mental models of the
concept and apply the theory on a day to day basis.
Experts can build on this knowledge. A bridge to this
knowledge is created by saying to the right audience, "Remember
Douglas McGregor and Theory X and Y? That is systems thinking
and this is how...." Or "Remember the self - fulfilling
prophecy?" Or the ideas of "common and special causes in some
quality programs have their roots in systems thinking." Or
"computer-engineers apply the~theory all the time in designing
complex computer systems and this is how..." . Many engineers,
who were trained in the technical application of system
dynamics now find themselves managing social systems. They have
not translated that learning to their new roles. The transition
is easy, but experts must make that link for them. Grounding
new knowledge in ideas from the past can help people understand
this is not a new “buzz" word but rather a way of thinking that
has been evolving for decades.
Lesson 4 - Make the learning experience both cognitive and
emotional.
Cognitive thinking and decision making are easy for
business. Materials, articles, and examples abound that develop
System Dynamics '90 811
systems theory and provide examples for cognitive learning.
Materials that engage the emotions are not as available.
In a recent presentation, Morris Massey, citing the
research of Ned Hermann, drew this graphic to emphasize the
lack of intuitive and emotional thinking in American business
(Positive Employee Practices Institute, October ,1989):
fantasy facts
feeling | form
In explaining the diagram, he noted the comfort business
people have in dealing with facts and form (left brain
functions) to the exclusion of fantasy and feelings (right
brain functions). At work feelings are more often expressed in
a negative rather than a positive context (anger in a crisis).
Emotions are at a peak. This negative pattern has caused people
to be uncomfortable with the use of emotions in training. So
rather than tap this powerful learning approach, trainers and
system experts alike avoid emotion altogether and lose great
impact in learning experiences.
There are many ways to appeal to fantasy and feelings in
training. Some of the most effective are the simplest. For
example, the willingness on the part of the trainer to share
personal stories, whether humorous or sad, that illustrate how
system theory plays out in life.
One such story, concerns a Jack Russell terrier who
understands the concept of leverage. Cricket, a hunting dog, is
a challenge to her owners. She is obstinate, egocentric,
intelligent, but will learn only what she chooses to learn. At
18 months she is the master of her household as well as a
master at the concept of leverage. She can make her 13 pounds
behave like much more when she attacks by rearing back on her
hind legs and pouncing with full force. When playing "tug of
war" she goes for the hand of the person holding the rope - not
the rope. The only way to catch her is to be ‘counterintuitive’
and to run away from her, not toward her.
Most participants remember longer their experiential
learnings. The joke, cartoon or movie that really drove home
the point and made us feel as well as think. Participative
exercises, cartoons, games, videos, closed eye exercises,
movies, books, articles and news clippings are all effective in
bringing the emotional component into training. While a
detailed listing is attached, several need to be considered in
some detail.
The movie, Stand and Deliver (Warner Home Video 1988),
portrays an actual system with a leader who uses the dynamics
of the system to create the future. The movie generates
discussion on individual power in the face of significant odds
and is a living example of working with the dynamics of a
312 System Dynamics '90
system. The protagonist, Jaime Escalante, is still in the
system and is known by most audiences as the most effective
teacher in America.
A book, Hope for the Flowers (Paulus,1972), is another way
to emphasize feeling and fantasy in training. Disguised as a
children's book, it is about organizational transformation and
systems searching for different ways to approach problems and
solutions. Many have commented on the impact this book has had
on their thinking.
Having participants close their eyes and imagine various
scenes is another way to appeal to feeling and fantasy. One
that is helpful in introducing the subject of systems, asks
people to imagine three scenes. The first scene is that of a
parent rushing to leave work to attend a school program in
which a child is performing. Several crises at work and a
subsequent traffic jam make this impossible. The next scene is
that of a police officer sent in a helicopter to analyze the
traffic flow to determine the cause of the traffic jam. The
third scene is of the person on a mountain top observing the
traffic jam, the helicopter, the city and the surrounding
countryside.
Having people get in touch with their thoughts and feelings
in each of the three scenes allows the comparison to the fire
fighting people experience day to day and the greater
perspective they can experience when "on the mountaintop versus
in the traffic jam". It is a short step from this analogy. to
the ways a leader can see business systems from a greater
perspective thru the use of system dynamics and systems
thinking.
Lesson 5 - Show the overall context - "The Big Picture".
Adult learners must be aware of the way any training
program or consulting project fits with their personal
objectives. To be effective, learning must answer a question -
"What's in it for me - either now or in the future?" This
question needs to be answered en two levels - for the person
and for thé organization. Experts must be able to show how
learning and applying system dynamics will further the
objectives of the person as well as those of the business.
While there are many ways of answering this question
effectively, they all lead to the mental model of the trainer -
the trainer's big picture.
The following model (Dolny, 1990) attempts to make this
direct link between the individual and the system or
training/project in process. Hopefully, it demonstrates that
change in systems is a process that begins with the individual
and extends to the larger system.
Organization
Strategy and Mission
Values —————" Vision ———————_> Structures
System Dynamics '90 313
This model is read left to right and begins with the values
of people, their set of beliefs of what is good, right and
normal about the ways they chose to live their lives. These
values lead them to visions, the deepest desires they wish to
achieve both personally and professionally. Both values and
visions are deeply personal and often difficult to grasp but
they are at the root of our behaviors.
In the larger social system these values and visions are
translated into missions, strategies and goals. The individual,
must then assess the congruency between personal values and
visions, and the business strategy and mission. If their
personal values and visions are congruent with the
organization's mission then who they are, as reflected by their
values, and what they want to achieve, as reflected by their
visions, can be realized.
The current challenge for leaders is to put structures in
place in the organization that support the mission and strategy
and, hopefully, the visions of people.
The world would be a wonderful place if this nice linear
model were real life. Rather, structures are in place before
people are even in touch with values or visions and seldom does
anyone challenge their personal or organizational structures
with the questions, "Do these reflect who we really are as
people? Will they allow us to realize our deepest dreams?".
The issue for business is that to make lasting change - to
commit to any new strategy in the face of tough business
pressures and decisions, people must see and understand the
ties between values, visions and the structures required to
translate these dreams into action. For employees to support
and assist the organization in achieving change, they must get
in touch with and understand these connections. Otherwise, all
will abandon the change and return to the familiar. The change
will become another a passing idea that the organization had to
tolerate for a period of time.
The role of system dynamics in this model is both in
developing strategy and in understanding existing structures
and testing new ones. People without an appreciation for system
dynamics will implement new structures or make changes in
structure without examining the effects of the change on
business strategy. For example, there are businesses now
implementing a very popular new structure, self directed work
teams, without asking if this program supports their strategy.
Few are asking the very personal question - does it support my
personal values and vision? And those who are asking, seldom
allow the whole system to ask and answer the same question.
Without the commitment and support that comes with this kind of
process, changes will be very short lived.
The questions to help leaders deal with all the stages of the
model are:
1. What are my personal values about life? About work?
314 System Dynamics ‘90
2. What is my vision for my life? For my work?
3. What picture will best describe my vision?
4. What is the business strategy?
5. How does the strategy support the mission of the
business?
6. Is my vision congruent with the organization's mission
and strategy?
7. What structures are needed to meet my vision? To meet
the organization's strategy?
8. What are the current structures?
9. Where and how do we change the structures?
System dynamics demands that people in organizations focus
on THE BIG PICTURE - whether for the business or for consulting
projects or training efforts. Adult learners also demand that
they know and agree with the steps being taken to achieve a new
future. Sharing a model and tying the model to systems thinking
and system dynamics, anchors the ideas and helps the organi-
zation visualize where they are going and more importantly why
they must do certain things to get there.
One of our current business leaders made this point in a
recent speech:
".,.. the concept of liberation, of making work a
spiritually enriching rather than a draining experience ... has
always been part of the essence of leadership.
"The leader's unending responsibility must be to remove
every detour, every barrier to ensure that vision is first
clear, and then real. [People] have to feel the rewards that go
with winning - in the soul as well as in the wallet:
"How do we get big companies back to their roots - back to
the type of spirit and fire that creates miracles in those
garage start-ups in Silicon Valley before they get big and
before they forget what made them big? That's what we're
talking about. Nothing less." (Welch,1990)
To summarize, three compelling reasons - the debilitating
sense of powerlessness, the whole system being asked to solve
the whole system, and the lack of a bridge between the
technical experts and the laymen - are requiring all of us to
rethink how we teach and communicate system dynamics.
The future abilities of business organizations to cope with
and implement change may be at stake if we fail to meet this
challenge.
System Dynamics '90 315
References
Block,P. 1987.The Empowered Manager:Positive Political Skills
at Work. San Francisco: Jossey-Bass Publishers.
Hermann,N.10/81."The Creative Brain". The Training and
Development Journal.
Massey, M.1989. "What You Are Is Where You See". Boulder:
Morris Massey Associates, Inc.
McGregor,D.1960. The Human Side of Enterprise. New York:
McGraw-Hill Book Company,Inc.
Menendez,R. and Musca,T.1988. Stand and Deliver. Burbank:
Warner Home Video Inc.
Paulus,T.1972. Hope for the Flowers. New York: Paulist Press.
Richardson,G.P. and Pugh A.L.1981. Introduction to System
Dynamics Modeling with DYNAMO. Cambridge: The MIT Press.
Richmond,B.,Peterson,S.,and Vescuso,P.1987. An Academic User's
Guide to STELLA. Lyme: High Performance Systems,inc.
Schulz, C.M. 1989. It Doesn't Take Much to Attract a Crowd. New
York: United Feature Syndicate, Inc.
Welch,J.F. 1989."Soft Values for a Hard Decade: A View on
Winning in the '90s". New York: General Electric Company.
Attachment: Materials Effective for Communicating System
Dynamics
Videos:
Stand and Deliver, Warner Home Video,1988."Edward Olmos gives a
fierce, widely-acclaimed performance as Jaime Escalante, a math
teacher at East Los Angeles' Garfield High who refuses to write
off his inner-city students as losers. Escalante cajoles,
pushes, wheedles, needles, threatens and inspires 18 kids who
were struggling with fractions and long division to become math
whizzes. The film's exhilarating ending is even more
astonishing because it's true."
Joshua in a Box, Bosustow Productions. "Joshua, a strange
little creature with human properties, is puzzled to discover
he is trapped in a box. Frustrated, he begins to push, kick and
pound the box in a vain attempt to break out. After one futile
attempt, he manages to squeeze himself out the tiny opening.
Elated, he turns around and gives the box a raspberry. After a
brief period of exultation over his freedom, Joshua has some
second thoughts. His emotions quickly change and a tear runs
down his cheek. He opens his mouth very wide as if to shout
until he turns himself into a box with him inside once again.
316 System Dynamics ‘90
Waters of Ayole, Sandra Nichols Productions. This is the story
of a water project in Africa. After years of failing to provide
potable water to villages, the engineers involved decide to
analyze the project from a different perspective. The many of
the characteristics of systems are played out in the video.
Participants can observe and easily identify these ina
successful story.
The Leadership Alliance, Excellence in Training Corporation.
"This program feature Tom Peters before a live audience and on
location with four outstanding leaders." One of the leaders,
Ralph Stayer, Johnsonville Sausage Company, demonstrates how
leaders change structure to fulfill values and visions at work.
"MIT Study of the Business Cycle". MacNeil/Lehrer Report,
10/23/89. This video showing people playing the production
distribution game and relates the game to the real cycles of
the business world.
Games:
The Production Distribution Game,(Jarmain,W., Problem in
Industrial Dynamics, Cambridge:MIT Press,1963; and Sterman,J.,
Instructions for Running the Beer Distribution Game, Systems
Dynamics Working Paper D-3679. Cambridge:Sloan School)
This game involves participants quickly in a simulation that
demonstrates the impact of structure on system behavior. When
combined with the video listed above, managers quickly make
comparisons to their own businesses.
A three dimensional puzzle (Steve Tableman, Union Carbide).
This is a puzzle of a frog in a simulated pot of boiling water
for a team to assemble. Each person on a team takes only 1
piece of the puzzle It is a quick competitive exercise to
energize a group. It's purpose is to cement the idea that
systems make boiled frogs of all in the system.
A juggling exercise using 4 tennis balls. A circle (the more
people, the better) of people establishes a throwing pattern
that must be repeated. The first time they use 1 tennis ball,
the second time 2, and the third time, 4 tennis balls are used.
The goal now becomes to improve productivity by reducing the
time required to juggle the four balls. The key lesson is that
until the structure is changed a break thru in not achieved.
Other lessons emerge - how quickly goals erode once a pattern
is established and how the system appears out of control but is
not. (Ron Dukenski, Consultant, Newtown, CT,(203) 270-0777)
The Flying Starship Factory (Block, Petrella and Weisbord,Inc.
Plainfield,NJ) is another example of an interactive game that
demonstrates the impact of structure on behavior. People
participating in the game make a product and attempt to have
the customer accept as many as possible. Calculations at the
end of the first run prove how expensive traditional structures
System Dynamics '90 317
can be. After the system redesigns the structures based on the
values of the participants, the second run is much more
profitable. This game can be used at all levels and is
especially helpful for clients who are asking,"How do we go
about changing structures?"
Cartoons:
Marshal Clark, cartoonist (Norwood, Ohio, (513) 731-1860),
draws cartoons that illustrate concepts. Several of his
include:
MoM..YOU JUST BURNED
AHOLE INTE OZONE
LAYER AND OUR, LAWN
AS STARTING TO MELT
aod yaseelne
wee (oom
wom" ws aysen
The WARN soso WL ALLOW Pe
Bill Watterson, Calvin and Hobbes cartoonist, often draws comic
strips that illustrate system dynamics. Two that have been
helpful are:
318 System Dynamics '90
CALVIN AND HO
BY WATTERSON
AS A DIRECT RESULT]
SF UN DCIS MERE
Bae Se
ee ORD WED
Fag LEE OR RIDE
MONG TRE,
SIDE OF IT?
Books and articles:
Schulz, C.M. 1989. It Doesn't Take Much to Attract a Crowd. New
York:United Feature Syndicate, Inc.
Welch,J.F. 1989."Soft Values for a Hard Decade: A View on
Winning in the '90s". New York: General Electric Company.
Block,P. 1987.The Empowered Manager:Positive Political Skills
at Work. San Francisco: Jossey-Bass Publishers.
McGregor,D.1960. The Human Side of Enterprise. New York:
McGraw-Hill Book Company,Inc.
Massey, M.1989. "What You Are Is Where You See". Boulder:
Morris Massey Associates, Inc.
Paulus,T.1972. Hope for the Flowers. New York: Paulist Press.
Fulghum, R. 1988.All I Really Needed to Know I Learned in
Kindergarten.New York:Villard Books.
Weisbord,M.1988.Productive Workplaces. San Francisco:
Jossey-Bass Publishers.
The MIT Commission on Industrial Productivity, 1989. Made in
America. Cambridge:The MIT Press.
Gleick, J.1987. Chaos Making a New Science.New York:Viking.
Davidson,M.1983.Uncommon Sense.Los Angeles:J.P.Tarcher,Inc.
Goldratt,E. and Cox,J.1984.The Goal.Netherlands:Creative Output
BV.
