Fallon, W.
(1993).
AMA Management Handbook.
"Scott and Hart indicate in Organizational America (Houghton Mifflin, 1979) that unfortunately the degree to which we deny our innate human nature may have already thrown open the door to domination of most Americans by organizational imperatives."
Fast, N.
(2010).
The Blame Game.
"Our findings showed that blame was contagious, but not among those who felt psychologically secure. So try to foster a chronic sense of inner security in order to reduce the chances that you'll lash out at others."
Field, T.
(1996).
Bully in Sight: How to Predict, Resist, Challenge and Combat Workplace Bullying.
"Stress can be defined, albeit rather vaguely, as any form of physical, emotional, or psychological pressure, and its endemic presence in the modern workplace probably owes much to insecurity and coercion.
An alternative view of stress is a consequence of the degree to which people feel they lack control of themselves, their situation, and their life. If a person feels they cannot influence or control events in their life, they will feel anxious, and hence feel insecure and afraid." (p. 174)
Fishman, K. D.
(1982).
The Computer Establishment.
"Computing is a technology with many paths to follow; at each fork there is vigorous dissension among the brightest practitioners. We need to preserve that dissension, to offer scientists and businessmen a reasonable chance to pursue whatever goal seems promising and customers the greatest possible opportunity to choose their supplier." (p. 408)
Flory, C. D.
(1967).
Managers for tomorrow.
"The motivations for work that stem from the desire to hang on and protect ourselves from real or imaginary attack have one common core—the direction of the motivational force is negative. The aim is to avoid or minimize trouble. Work under such conditions is at best burdensome and at its worst approaches the nightmare fringes of terror. Short-range output may be high, but the endurance of the worker is as yet undetermined." (p. 134)
Foucault, M.
(1995).
Discipline and punish : the birth of the prison.
"Disciplinary power...is exercised through its invisibility; at the same time it imposes on those whom it subjects a principle of compulsory visibility. In discipline, it is the subjects who have to be seen. Their visibility assures the hold of the power that is exercised over them. It is the fact of being constantly seen, of being able always to be seen, that maintains the disciplined individual in his subjection. And the examination is the technique by which power, instead of emitting the signs of its potency, instead of imposing its mark on its subjects, holds them in a mechanism of objectification. In this space of domination, disciplinary power manifests its potency, essentially, by arranging objects. The examination is, as it were, the ceremony of this objectification." (p. 187)
Francis, L. P., & Silvers A.
(2000).
Americans with disabilities : exploring implications of the law for individuals and institutions.
"The key mediating concept here is self-respect. Suppose we agree with Rawls that self-respect is a vital primary good, something of great importance that any rational person is presumed to want. Now, given actual human psychology, self-respect is—to a considerable degree—dependent on other people's affirmation of one's own worth. And in modern advanced societies, employment, earnings, and professional success are, for better or worse, positively correlated with social assessments of an individual's value. Further, beyond the reactions of other people, work and career identifications form significant parts of some people's conceptions of themselves and their own worth; hence these identifications may contribute directly to the creation and sustenance of self-respect, and their absence will frequently have the opposite effect." (p. 179)
Freiberg, J., & Peters T. J.
(1998).
Nuts! : Southwest Airlines' Crazy Recipe for Business and Personal Success.
CURIOSITY FUELS LEARNING
Do you ever wonder how little kids learn? They try things. Their curiosity is uninhibited. Free from the constraints of a 'We've always done it this way' or 'It'll never work' kind of world, they get great joy out of putting the wheels of exploration and experimentation in motion. Their minds are free to wander. Totally enthralled, they exhibit a refreshing sense of wonder while they learn." (p. 113)