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С другой стороны, наши результаты говорят о том, что простое обеспечение возможностей участия в управлении организациями и уменьшение тенденции узурпировать ответственность за принятие решений теми, кто имеет к ним самое прямое отношение, хотя и чрезвычайно важны сами по себе, но совсем не обязательно приведут к резкому качественному изменению представлений, способностей и мотиваций, которое нам так необходимо. По-видимому, эти перемены наступят гораздо быстрее, если применять тщательно разработанные эмпирические образовательные программы, предназначенные для помощи в понимании разнообразия различных систем ценностей, мотивационных диспозиций и способов поведения, для прояснения их ценностных конфликтов, для упражнения и совершенствования альтернативных стилей проявления достоинства личности, а также для создания более поддерживающего и развивающего организационного климата.
Такая образовательная практика описана Равеном (Raven, 1977), но эффективнее всего она действует на уровне отдельной организации, на основе внутриорганизационных опросов, для которых наиболее подходит инструментарий, разработанный в ходе настоящего исследования.
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