The School of Athens Raphael, 1509-1510 Fresco, 500 × 770 cm
Vatican city, Apostolic Palace
The School of AthensPresenter:
Raphael, 1509-1510
500 × 770 cm
Dr.Fresco,
Sofia Hilentzaris
Vatican city, Apostolic Palace
MBA Professor
The American College of Greece
• Which god would you be?
THE TWELVE OLYMPIANS
Zeus -king of gods, the ruler of Mount Olympus, and the god of sky and thunder
Hera -queen of gods, her main function was as 7 of women and marriage
Poseidon -god of sea and horses, earthquakes
Demeter -goddess of grain and fertility, the nourisher of youth and green earth
Ares -god of warfare, and unpredictable violence
Hermes -god of boundaries and travelers who cross them, of poets and athletes, invention and
general commerce
Hephaestus -god of technology, artisans, craftsmen, sculptors, metallurgy, fire and volcanoes
Aphrodite -goddess of love, lust, beauty, reproduction
Athena -goddess of wisdom, the companion of heroes and goddess of heroic endeavors
Apollo -god of light and the sun, truth and prophecy, medicine, illness and healing, the arts
Artemis, goddess of forests and hills, hunting and the moon
Hestia, goddess of hearth, home and family
• Why would you be that
god?
Assessment
• The Rokeach Value Survey
Values
Abstract ideas that shape one’s thinking and behavior
Instrumental Values
Enduring belief in a certain way of behaving
Terminal Values
Enduring belief in the attainment of a certain end-state
• Review Your Rokeach Value Survey
• If you could change one thing in the world
what would it be?
• If you could change one thing in your
organization what would it be?
• Personal Values as Ethical Anchors
• The “The Leadership Theseus Thread” and
Personal Leadership Identity
Defined by S. Gialamas, S. Hilentzaris 2007
•
Theseus: the Greek mythic figure who has become synonymous
with leadership, courage, strategic thinking and perseverance.
Who was this mythic character?
Theseus was among seven Athenian youths and seven maidens
sent to the intricate labyrinth of Cnossus by King Minos of Crete.
There he was destined to face a sacrificial death at the hands of
the bellowing and sharp-horned Minotaur, Minos' half-man and
half-bull monster.
But the brave young man eluded the labyrinthine clutches with
the help of Minos' daughter Ariadne, who came to his cell to give
him a sword and ball of silken thread.
"The sword is for you to kill the ferocious Minotaur," she told
Theseus.
•
"The thread is your means of escape. Of what use would it be
for you to kill the Minotaur and then die of hunger as you tried
in vain to find your way out of the labyrinth?
"But if you tie one end of the strong thread to the door of the
labyrinth and unwind it as you make your way through the
passages to find the beast, you will have a silken clue which will
lead you out again in safety."
Theseus slew the Minotaur and led the other prisoners to safety
by following the thread to the entrance of the maze.
The Theseus Story
The Leadership Process
L1
Initiation
The “Theseus”
Thread to PLI
PLI
L3
Assessment
L2
Implementation
Theseus Thread Definition
& Strategy Steps
•
The Leadership Theseus Thread is a “virtual
line” which connects you to your PLI
•
To operationalize the thread you can use the
following strategies
1.
2.
3.
Individual Reflection = one-to-one with you
Reflection Sharing= one-to-one with your mentor(s)
Realignment when necessary
PLI = Personal Leadership Identity
Consists of:
1.
2.
3.
4.
Your principles and values
Your personal life goals
Leadership Philosophy
Implementation Strategies
Principles & Values Steps
1. Establish Them
• Name Them
• Establish your own Code of Ethics,
or Laws or Commandments
2.
3.
4.
5.
Adapt Them
Practice Them
Evaluate your actions against Them
Promote Them
ARE THERE UNIVERSAL VALUES (VIRTUES, PRINCIPLES)?
The Universal Values by Martin Saligman
•
Wisdom and Knowledge :– cognitive strengths that entail the acquisition and use
of Knowledge
•
Creativity [originality, ingenuity]: Thinking of novel and productive ways to
conceptualize and do things; includes artistic achievement but is not limited to it
•
Curiosity [interest, novelty-seeking, openness to experience]: Taking an interest in
ongoing experience for its own sake; finding subjects and topics fascinating;
exploring and discovering
•
Open-mindedness [judgment, critical thinking]: Thinking things through and
examining them from all sides; not jumping to conclusions; being able to change
one's mind in light of evidence; weighing all evidence fairly
•
Love of learning: Mastering new skills, topics, and bodies of knowledge, whether
on one's own or formally; obviously related to the strength of curiosity but goes
beyond it to describe the tendency to add systematically to what one knows
•
Perspective [wisdom]: Being able to provide wise counsel to others; having ways
of looking at the world that make sense to oneself and to other people
•
Courage: emotional strengths that involve the exercise of will to accomplish
goals in the face of opposition, external or internal
•
Bravery [valor]: Not shrinking from threat, challenge, difficulty, or pain;
speaking up for what is right even if there is opposition; acting on convictions
even if unpopular; includes physical bravery but is not limited to it
•
Persistence [perseverance, industriousness]: Finishing what one starts;
persisting in a course of action in spite of obstacles; “getting it out the door”;
taking pleasure in completing tasks
•
Integrity [authenticity, honesty]: Speaking the truth but more broadly
presenting oneself in a genuine way and acting in a sincere way; being without
pretense; taking responsibility for one's feelings and actions
•
Vitality [zest, enthusiasm, vigor, energy]: Approaching life with excitement
and energy; not doing things halfway or halfheartedly; living life as an
adventure; feeling alive and activated
•
Humanity - interpersonal strengths that involve tending and befriending others
•
Love: Valuing close relations with others, in particular those in which sharing and
caring are reciprocated; being close to people
•
Kindness [generosity, nurturance, care, compassion, altruistic love, "niceness"]:
Doing favors and good deeds for others; helping them; taking care of them
•
Social intelligence [emotional intelligence, personal intelligence]: Being aware of
the motives and feelings of other people and oneself; knowing what to do to fit
into different social situations; knowing what makes other people tick
•
Justice - civic strengths that underlie healthy community life
•
Citizenship [social responsibility, loyalty, teamwork]: Working well as a member
of a group or team; being loyal to the group; doing one's share
•
Fairness: Treating all people the same according to notions of fairness and justice;
not letting personal feelings bias decisions about others; giving everyone a fair
chance.
•
Leadership: Encouraging a group of which one is a member to get things done and
at the time maintain time good relations within the group; organizing group
activities and seeing that they happen.
•
Temperance – strengths that protect against excess
•
Forgiveness and mercy: Forgiving those who have done wrong; accepting the
shortcomings of others; giving people a second chance; not being vengeful
•
Humility/Modesty: Letting one's accomplishments speak for themselves; not
regarding oneself as more special than one is
•
Prudence: Being careful about one's choices; not taking undue risks; not saying or
doing things that might later be regretted
•
Self-regulation [self-control]: Regulating what one feels and does; being
disciplined; controlling one's appetites and emotions
•
Transcendence - strengths that forge connections to the larger universe and
provide meaning
•
Appreciation of beauty and excellence [awe, wonder, elevation]: Noticing and
appreciating beauty, excellence, and/or skilled performance in various domains of
life, from nature to art to mathematics to science to everyday experience
•
Gratitude: Being aware of and thankful for the good things that happen;
taking time to express thanks
•
Hope [optimism, future-mindedness, future orientation]: Expecting the best
in the future and working to achieve it; believing that a good future is
something that can be brought about
•
Humor [playfulness]: Liking to laugh and tease; bringing smiles to other
people; seeing the light side; making (not necessarily telling) jokes
•
Spirituality [religiousness, faith, purpose]: Having coherent beliefs about the
higher purpose and meaning of the universe; knowing where one fits within
the larger scheme; having beliefs about the meaning of life that shape conduct
and provide comfort
Values In Action Institute (a positive psychology research center)
http://www.viastrengths.org/Home/tabid/36/Default.aspx
• What is Leadership?
• Leading at Level III
Means leading at the:
Values, Beliefs, Assumptions, Expectations level
(VABEs) level
James Clawson, Book: Level III Leadership
(As you have values, others do to)
Power
• Power in organizations,
is the ability to get something done, to get others to do
what you want them to do
• Although leadership includes the use of power, not
all uses of power are leadership
• Unless a person chooses freely to respond, it is not
leadership
• Leadership is about affecting human activity,
such activity can be viewed as occurring at 3
levels
• Level I- Observable Behavior
• Level II- Conscious thoughts
• Level III- Basic Values and Assumptions
• Level III is the level of VABEs
• V
Values
• A
Assumptions
• B
Beliefs
• E
Expectations
• VABEs develop over time
Semiconscious or partially
conscious collections
of how we think the way the
world
should or should not be…
• Basic Levels of Human Activity
• Level I-----Behaviors
OBSERVABLE
***************************************
**********
• Level II-----Conscious Thoughts
• Level III-----VABEs (Values, Assumptions,
Beliefs, Expectations)
NOT OBSERVALBE
• People don’t always behave consistently with what
they say they believe
• Level III VABEs are highly cultural and family specific,
have to do with where we grew up and what we
were taught,-our life experiences
• Some of them are thin and weak and easily broken,
some are thick and strong and form our personality
and views of the world
• It seems that to “see” our VABEs we need
assistance
• VABEs are not easily recognizable
• There are also organizational
VABEs (organizational culture)
• Basic Structure of VABEs
• Distinction VABEs
This is X
• Association VABEs X is (good, bad)
• Strategy VABEs
If A, then likely B.
• This is a Ferrari (Distinction)
• A Ferrari is a
great looking car (Association)
• If I have that Ferrari, then I
will look so cooooool
!!!!!!!!!!!!!!!!!! (Strategy)
$1,000,000
• Our VABEs affect our thinking, and our
thinking affects our behavior
• Our behavior can also affect our thinking and
beliefs
• There could also be gaps between what a
person says and what a person does
• Nevertheless, there is a dynamic process
occurring between thinking and doing and
doing and thinking
Historically, in the Industrial Age,
• (Scientific Management Era, early 1900’s
Frederick Taylor, focused on efficiency of
individual workers—i.e. piece rate pay system)
And
• Classical Organization Theory, Bureaucratic
Model of Max Weber, who focused on
efficiency of organizations through structure)
Most leaders targeted Level I (Behavior)
• Skinnerian approach Of carrots and sticks
• Entice them with carrots and if they don’t
respond beat them with sticks
• Failed to recognize what is happening inside
the person—Expectancy theories want to
know what rewards people value and why?
• Level III leadership assumes that effective leadership
speaks to people’s hearts, seeks to get engagement,
want their minds to be involved instead of just “going
through the motions”
• Deemed especially important in service-oriented
economies and delivering customer satisfaction
• Passion becomes a keyword
Level I, II and III can apply to organizations as
well as individuals
• Level I Managerial fad (short-term goals,
applying the latest trend in literature)
• Level II Intentional Organizational design
(structure and systems)
• Level III Organizational culture and operating
values
•
In today’s unstable, changing, & uncertain times,
leaders can learn to influence Level III, to be more
effective
1. Growing importance of customer service moments
(satisfaction)
2. Expansion of worldwide competition
3. Focus on high quality
********Leaders also need to recognize dangers of
overworking and burnout**********
LEADERSHIP IS . . .
Leadership is the ability and willingness to
influence others so that they can respond
willingly
STRATEGIES FOR LEADING AT LEVEL III
• What could be some strategies leading at level
III
• To you as a leader?
• To your organization?
• THE REB MODEL AS
A STRATEGY FOR
A LEADER
in self-management,
and leading of others
The REB Modelof why people behave the way the do
What does the acronym REB stand for?
The Rational Emotive Behavior (REB)
Model
• The work of Robert Ellis and other “rational
emotive” research provides a foundation for
managers and leaders as a general model of
human behavior and explanation on why
people behave the way the do.
The Rational Emotive Behavior (REB)
Model
• The model provides practicing managers and
leaders a way of digging deeper, getting below
the surface of human behavior, understanding
human behavior and its motivations, and
therefore leading more effectively
The Rational Emotive Behavior (REB)
Model
•
REB includes several elements:
1.
2.
3.
4.
5.
6.
Events
Our perceptions of these events
Values and assumptions about how the world “should” be
Conclusions or judgments about the present situation
Feelings
Behavior
THE MISSING VARIABLETHE VABE
EVENT
VABE
CONCLUSION
EMOTION
BEHAVIOR
(VABE)
WHAT MUST A PERSON BELIEVE
IN ORDER FOR THE RESULTING CONCLUSION, EMOTION
AND BEHAVIOR TO EMERGE IN RESPONSE TO A
PARTICULAR EVENT?
UNOBSERVABLE
VABEs
OBSERVABLE
Event
Conclusions
Feelings
Behavior
Why people behave the way they do ? ? ?
UNOBSERVABLE
Event
VABEs
He thinks I
don’t know
how to
drive
OBSERVABLE
Someone cuts me
off on the street
Conclusions
I am a great driver,
he is stupid
Behavior
Feelings
I am Angry,
Upset
I scream, swear,
beep at him
Why Sofia behaves the way she does ? ? ?
UNOBSERVABLE
OBSERVABLE
Event
VABEs
Conclusions
Feelings
Behavior
Why X employee behaves the way he does? i.e. comes late
To work every morning???
LEADERSHIP WISDOM (LW)
Involves the use of EI, SI, CI
AS A STRATEGY FOR
A LEADER
in self-management,
in leading of others
“Leadership Wisdom (LW) is the awareness of what is,
what could be, and the deployment of strategies to become”
LEADERSHIP WISDOM defined by S. Hilentzaris, 2008
based on the work
of Goleman, Boyatzis, Clawson, Chiszentmihalyi, Gardner
EMOTIONAL
INTELLIGENCE (EI)
• RECONGIZING YOUR OWN EMOTIONS
• MANAGING YOUR EMOTIONS
• SELF-TALK TO GET YOU OUT OF EMOTIONAL
HIJACKINGS
• PAYING ATTENTION/CONCENTRATION
•
Goleman, Emotional Intelligence, 1995
SOCIAL
INTELLIGENCE (SI)
•
•
•
•
•
RECOGNIZING THE EMOTIONS OF OTHERS
EMPATHIZING WITH OTHERS’ FEELINGS
CARING
LISTENING
RESOLVING CONFLICT
Clawson, Level III Leadership, 2006
CHANGE
INTELLIGENCE
(CI)
• RECOGNIZING THE NEED TO CHANGE
• BEING EMOTIONALLY COMFORTABLE WITH
CHANGE
• MASTERING THE CHANGE PROCESS
Clawson, Level III Leadership, 2006
• Ultimately is not about –
What we Know- but -Who Knows
What we Know
- and –
How we Use -What we Know-.
It is more about EQ then IQ.
• In their book Primal Leadership, Goleman, Boyatzis and
McKee explain the power of Emotional Intelligence this
way,
• “The triad of self-awareness, self-management, and
empathy all come together in the final EI ability:
relationship management. Here we find the most valuable
tools of leadership—persuasion, conflict management,
and collaborations among them.”
• EI power as explained by Goleman, Boyantzis
and McKee, centers one’s attention on:
•
•
•
•
Self-Awareness
Self-Management
Social Awareness
Relationship Management
FLOW as a strategy in
leading self and leading
others
To “Unleash” creativity
and “Support” progress
(evolution, change)
Mihalyi Csikszentmihalyi, Flow: The Psychology Optimal
Experience, 1990
M.C. defined “flow”
•
WORLD CLASS PERFORMANCE AND ITS RELATION TO
“FLOW” OR RESONANCE
THE PURPOSE OF LIFE
• FIND YOUR FLOW
• INVEST IN YOUR FLOW
• ENJOY YOUR FLOW
• HELP OTHERS TO FIND THEIR FLOW
Types of dreams
WHAT IS YOUR D ext? YOUR D int?
• D ext
to be
dream external – what do you want
• D int
feel
dream internal – how do you want to
Characteristics of Flow as defined by
Mihalyi C., University of Chicago
•
•
•
•
•
•
•
Time Wraps (slow or fast)
Lose sense of self
Intense focus
Perform at highest level
Seems effortless (flow)
Internally satisfying
Regain larger sense of self
.
Living Leadership
• “Leadership is not something you do it is something
you live”
S. Hilentzaris, 2008
• “Power does not create leadership, leadership creates
power”
S. Hilentzaris, 2008
Adopt “LPV Leadership Point of View” (James Clawson, 2006)
As Your View
LPV
• There are people with titles that are not
leaders
• There are people without titles that are
leaders
LPV
• Examples of people without titular offices that
had a strong impact?
Socrates, Hypatia, Jesus,
Gandhi
POV (point of view)
• Options for your point of view
•
•
•
•
Follower
Administrator
Bureaucrat
Contrarian
Follower’s POV
Language cues
• What do you want me to do?
• Will you give me more authority?
• I need you to clear the obstacles for me?
Bureaucrat’s POV
Language cues
•
•
•
•
•
•
That’s not my job.
I’ll pass that on to so-and-so.
Our procedures don’t allow that.
We’ve never done it that way.
This hasn’t been approved.
I can’t o that without my supervisor’s
permission.
Administrator’s POV
Language cues
What did they do last time?
We’ve never done it that way.
Let’s see, what was the rule on that?
How can we maintain our present position?
Contrarian’s POV
Language cues
That’ll never work!
We tried that before.
That’s a terrible idea.
You won’t be able to fund it.
You’ll never be able to do it in time.
The Leadership Point of View
(LPV)
Consists of three elements
• Seeing what needs to be done
• Understanding the underlying forces at play in
a situation
• Initiating action to make things better
LPV Questions
1.Do you see what needs to be done?
2. Do you understand the underlying
forces at play?
3. Are you willing to initiate action to
make things better?
LPV
• Does your boss really have more information than you?
• We live in the INFOCRACY world
• Everyone needs to scan the environment
• Everyone is faced with tons of information
• Everyone can make choices of what is important and
what is not
LPV
• Leaders are charged with identifying the vision
• This does not just happen, it is a result of
reading, updating yourself, lots of scanning,
conversations, thinking, and deciding
LPV
Understanding the underlying forces at play
• Take into account broader issues
• Have insight into global, societal, market,
competitive, consumer, and related issues to the
organizations
• Make informed leadership choices
• Do your homework, listen to others, develop your
judgment on what works and what doesn’t
• DO NOT SHOOT FROM THE HIP!!!!!!!!!!!!!!
LPV
Initiating action to make things better
• Lay out your vision of why this is important
with a broad view
• Explain why your solution addresses forces at
play (economic, political, consumer,
employee, etc.)
Leadership needs…
• Strategic thinking – STORY TO TELL (VISION)
• No fear of rejection – F o R – Desire to be
accepted by others
Do you have BALANCE ?
LOCUS OF CONTROL -- (Julian Rotter)
How much do you care about what others
think of you vs. what you think of you?
FEAR OF REJECTION…
100%
OUTSIDE
INSIDE
0%
HOW MUCH DO YOU LIVE INSIDE – OUT VS. OUTSIDE-IN ?
SELF LEADERSHIP
REQUIRES CHANGE
• WITHIN
• POINT-OF-VIEW
LPV
• Don’t wait for someone else to tell what to do, learn as fast as
you can, see what needs to be done, therefore be proactive…
Have courage….Have guts…(James Clawson, 2006)
“The bravest are surely those who have the clearest vision of
what is before them, glory and danger alike, and yet
notwithstanding, go out to meet it.”
--Thucydides (455 BC- 400BC) –
Leadership, PLI, Theseus Thread
Values as Ethical Anchors – Globalization –
Universal Values
“Is conduct right because the gods command it, or do the
gods command it because it right?”
Socrates
• One of the most famous questions in history
• The British philosophers Antony Flew suggests that
“one good test of a person’s aptitude for philosophy is
to discover whether he can grasp its force and point”
SOCRATES’ QUESTION
• In the first case you need gods to make
something right
• In the second case
something is right because it is right - not
because of gods
FURTHER APPLYING SOCRATES’ THINKING
• Is conduct right (ethical) because the law commands it
or the law commands it because the conduct is right?
• In the first case you need law to make something
ethical, in the second case something is ethical because
it is ethical, not because of the law – supports
Universal Values not Cultural Relativism
• Something can be legal and ethical at the same time
• Can something be legal but not ethical?
• Can something be ethical but not legal?
examples
Something can be legal and ethical at the same time.
 Equal Opportunity Laws.
Can something be legal but not ethical?
 Dumping toxic waste in some countries is legal.
Can something be ethical but not legal?
 Freedom of speech under a dictatorship.
SOCRATES AS A STRATEGY
IN LEADING YOURSELF,
AND LEADING OTHERS
Let’s take away the power of Gods
(your Zeus, Athena, Artemis, etc)
Let’s gives us the power of making
wise decisions
(Socrates, Wisdom is the Goal,
the Greatest Virtue, “Arête” )
TO APPLY LEADERSHIP WISDOM (LW)
TO SITUATIONS USE:
The other 3 major virtues,
Justice, Temperance, Courage =
(USE THEM as PROCESS STRATEGIES)
Analyze each event /
decide each situation
by employing the Socratic Virtues
So, Is conduct right
because the gods
command it, or do the
gods command it because
it right?
The Circle of Organizational Life
-Living Leadershiplearning
imagination
performance
creativity
change
The circle of Personal Life
Living Leadership
• Z
Zeal
OPENNESS
EFFECT
• O Openness
• E
Effect
ZEAL
“Leadership is not something you do, it is something you live.”
Sofia Hilentzaris
REFERENCES
1. James Clawson, Level Three Leadership: getting below the surface, 3rd Edition,
New Jersey Pearson Prentice Hall; 2006
2. Bryan Magee, The Story of Philosophy, New York; Barnes & Noble, 2006
3. Ken Blanchard, The Heart of a Leader, Oklahoma; Honor Books, 1999
4. John Maxwell, The 17 Essential Qualities of a Team Player, Tennessee; Thomas Nelson, Inc. 2002
5. Martyn Oliver, History of Philosophy, Great Britain; Octopus Publishing, 1997
6. Rob Goffee and Gareth Jones, Why Should Anyone Be Lead by You?, What It Takes to Be an
Authentic Leader, USA; Harvard Business School Press, 2006
7. John C. Maxwell, The Difference Maker, USA; Thomas Nelson Inc., 2006
8. Daniel Goleman, Richard Boyatzis, Annie McKee, Primal Leadership, Realizing the Power
of Emotional Intelligence, USA; Harvard Business School Press, 2002
9. Howard Gardner, Frames of Mind, New York; Basic Books, 1993
10. Keith Ferrazzi, Never Eat Alone, and Other Secrets to Success, One Relationship
at a Time, USA; Doubleday-Random House, 2005
REFERENCES
11. John Maxwell, The 21 Indispensable Qualities of a Leader, USA; Thomas Neilson, 199912.
12. Howard Gardner, Five Minds For The Future, USA; Harvard Business School Press
13. Feldman, Csikszentmihalyi, and Gardner, Changing The World, A Framework for the Study of
Creativity, USA; Praeger Publishers, 1994
14. Mihaly Csikszentmihalyi, Flow: The Psychology of Optimal; Experience, USA; Harper Perennial,
1991
15. Mihaly Csikszentmihalyi, Creativity, Flow and The Psychology of Discovery and Invention, USA;
Harper Perennial, 1997
16. Porras, Emery, and Thompson, Success Built to Last, USA; Wharton School Publishing, 2006
17. Buckingham and Clifton, Now, Discover Your Strengths, USA; The Free Press, 2006
18. Kouzes and Posner, The Leadership Challenge, USA; Wiley & Sons Inc., 2002
19. Harvard Business Review on Breakthrough Leadership, USA; Harvard Business School Press,
2001
20. J. Rachels and S. Rachels, The Elements of Moral Philosophy, USA; McGraw Hill, 2007
21. S. Gialamas, S. Hilentzaris, A Leadership Approach for Department Chairs, The Department
Chair Journal, January 2006
22. S. Hilentzaris, Skills Analysis/Leadership: Individual Leadership, Team Leadership, Continuous
Quality Improvement (CQI), Ethical Behavior, Proceedings of the IDISIEEP, International
Conference, Greece; 2003
REFERENCES
23. A. Cherif, S. Gialamas, S. Hilentzaris, Faculty Performance Planning and Evaluation, U.S.A.;
The Department Chair Journal, January 2004
24. A. Cherif, S. Gialamas, S. Hilentzaris, Preparing Department Chairs in the Area of Faculty
Leadership, USA; The Academic Leadership Journal, December 2003
25. A. Cherif, S. Gialamas, S. Hilentzaris, Minimizing Conflict Between Department Chairpersons
and Faculty, USA; The Department Chair Journal, January 2003
26. S. Hilentzaris, Healthcare Facilities Management, Enterprise-wide integration and Continuous
Quality Improvement , Proceedings of the 15th International Congress of the International
Federation of Hospital Engineering, Scotland; 1998
27. S. Hilentzaris, Quality Maintenance and Engineering: The Foundation of an Enterprise-wide
Total Integration System, USA; Facilities Management Journal, January/February 1997
28. Robert Kreitner, Management, 9th Edition, USA; Houghton Mifflin Company, 2004
29. Lewis, Goodman, Fandt, Management, Challenges For Tomorrow’s Leaders, 4th Edition, USA;
Thomson, 2004
30. Mihaly Csikszentmihalyi, The Evolving Self, A Psychology for the Third Millennium, USA;
Harper Perennial, 1993