COMM 122: Micro/Macro Organizational Communication Lecture 4 10/22/08
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Transcript of COMM 122: Micro/Macro Organizational Communication Lecture 4 10/22/08
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COMM 122:
Micro/Macro Organizational Communication Lecture 4 10/22/08
Dave Seibold
Professor, Department of Communication Division of Social Sciences (L&S)
Co-Director, Graduate Program in Management PracticeTechnology Management Program (CoE)
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Review Lecture 3 10/15/08
1. Structure2. Systems School
6 Theorists5 Concepts
3. Communication Load & Implications
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5 Schools of Organizational Theory
Classical/Traditional School Human Relations/Resources School
Systems School
Interpretive/Cultural School Critical School
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Structure
Each organization has some DEGREE of the following . . .
1. Configurationa. span of controlb. hierarchical levelc. organizational size
2. Complexity a. vertical complexity b. horizontal complexity
3. Formalization
4. Centralization
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Structure
Evident in all three schools:
Classical/Traditional: Building block of bureaucracy (Weber), industrial management (Fayol), and scientific management (Taylor) -- most central here
HR: Basis for relationships between organizational work groups
Systems: Design of organization, especially as outcome of organizing
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Systems School
6 Key Theorists
1. Sociotechnical Systems Theory: Emery & Trist (1960)
2. Management Theory: Woodward (1965)
3. Biology: Bertalanffy (1962)
4. Engineering/Physics: Shannon & Weaver (1949)
5. Social Psychology: Katz & Kahn (1966)
6. Communication: Farace, Monge & Russell (1977)
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Systems School6 Key Theorists1. Sociotechnical Systems Theory: Emery & Trist (1960)2. Management Theory: Woodward (1965)3. Biology: Bertalanffy (1962)4. Engineering/Physics: Shannon & Weaver (1949)5. Social Psychology: Katz & Kahn (1966)6. Communication: Farace, Monge & Russell (1977)
Implications Environment(s) recognized
Interdependence(ies) highlighted
Overtime changes & analyses emphasized
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Systems School
5 Concepts1. Interdependence
2. Goals
3. Feedback: deviation-counteracting (morphostasis) deviation-amplifying (morphogenesis)
4. Environment: entropy (disorder) negative entropy (lack of disorder) Law of Requisite Variety
5. Contingency: equifinality (Galbraith) turbulent/placid environments (Emery & Trist)
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Systems School
Communication Load (p. 29-30 of Reader)
I. DEFINITIONII. DETERMINANTSIII. FINDINGSIV. (PROBLEMATIC) LEVELS OF LOADV. FACTORS AFFECTING LOAD
VI. STRATEGIES
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Systems School
Communication Implications
1. Comm critical: “cement” that holds sub-systems together
2. Comm functions: a. control and coordination b. provide info to decision makersc. adjust org to changes in its environment
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Systems School
Communication Implications (con’t)
3. Directions of comm flow: a. all directions within the system, b. including downwards and upward across levelsc. & across org’s boundary w/environment
4. Comm problems:a. overload, distortion, and omissionb. unresponsiveness to negative feedback
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Preview Lecture 4
1. Systems (vs Classical vs HR) School2. Organizational Environment
4 Types3 LevelsEnacted Environment/Retrospective Sense-Making
3. Cultural/Interpretive School4. Critical School
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Systems (vs Classical vs HR) School
Classical/Traditional SchoolPersons = Economically driven, rational beingsWorld = Mechanistic; machine theory, time-motion studiesOrg key = StructureIssues = Hierarchy, job duties, division of labor, centralization, size & shape, line vs staff Resources = Money, specialization, rigid hierarchy, rules & regulations, impersonalnessCommunication emphasis = Downward communication
HR SchoolPersons = Goal driven, social beingsWorld = Social, participative; group norms importantOrg key = Social networks, informal groupsIssues = Status, role, social relations, morale, attitude, groups, individual personalityResources = People, shared authority, participation, job satisfactionCommunication emphasis = Informal communication
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Systems (vs Classical vs HR) School
Systems SchoolPersons = Interdependently connected; part of a system
How World Operates = Wheels w/in wheels; interdependent systems w/in larger environment
Org Key =Issues =Resources =Communication emphasis =
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Systems (vs Classical vs HR) School
Systems SchoolPersons = Interdependently connected; part of a systemWorld = Wheels w/in wheels; interdependent systems w/in larger environment
Key Characteristic of Org = Interdependence
Issues = Input, output, transformation, feedback, equilibrium, steady state
Resources =Communication emphasis =
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Systems (vs Classical vs HR) School
Systems SchoolPersons = Interdependently connected; part of a systemWorld = Wheels w/in wheels; interdependent systems w/in larger environmentOrg Key = InterdependenceIssues = Input, output, transformation, feedback, equilibrium, steady state
Resources Available to Deal w/Problems = Input, feedback, process (transformation), information
Communication emphasis =
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Systems (vs Classical vs HR) School
Systems SchoolPersons = Interdependently connected; part of a systemWorld = Wheels w/in wheels; interdependent systems w/in larger environmentOrg Key = InterdependenceIssues = Input, output, transformation, feedback, equilibrium, steady stateResources Available to Deal w/Problems = Input, feedback, process (transformation), information
Communication emphasis = Linking function
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Systems (vs Classical vs HR) School
Systems SchoolPersons = Interdependently connected; part of a systemWorld = Wheels w/in wheels; interdependent systems w/in larger environmentOrg Key = InterdependenceIssues = Input, output, transformation, feedback, equilibrium, steady stateResources = Input, feedback, process (transformation), informationCommunication = Linking function
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Systems School
Organizational Environment (p. 19 of Reader) Emery & Trist’s 4 “Types” of Org. Environments
1. Placid-Randomized
2. Placid-Clustered
3. Disturbed-Reactive
4. Turbulent
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Systems School
(review “Key Concept”)4. Environment: Interaction w/ environment essential to system survival
Non-interaction w/ environment --> entropy (disorder)
Open system capturing resources to renew = negative entropy (lack of disorder)
Law of Requisite Variety: the more complex the envirn, the more complex the structures needed to enable org to deal w/ envirn
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Systems School
Organizational Environment (p. 19 of Reader) Emery & Trist’s 4 “Types” of Org. Environments
Environment = resources available to org to aid survival
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Systems School
Organizational Environment (p. 19 of Reader) Emery & Trist’s 4 “Types” of Org. Environments
Envirn = resources available to org to aid survival
1. Placid-Randomized Environment: resources randomly distributed throughout the
environment, w/constant probability of securing them
To survive:-Find different sorts of resources to use-Store a single resource-Use an abundant resource
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Systems School
Organizational Environment (p. 19 of Reader) Emery & Trist’s 4 “Types” of Org. Environments
Envirn = resources available to org to aid survival1. Placid-Randomized
2. Placid-Clustered Environments:sequential shifts in resource probabilities,but predictable
To survive:-Accumulate sufficient resources to survive resource scarcity-Reduce need for resources during lean periods
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Systems School
Organizational Environment (p. 19 of Reader) Emery & Trist’s 4 “Types” of Org. Environments
Envirn = resources available to org to aid survival1. Placid-Randomized2. Placid-Clustered
3. Disturbed-Reactive Environments:competitive interdependence -- distributions andprobabilities created by actions of orgs themselves
To survive:-Identify interdependencies -Anticipate competitors’ actions and reactions
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Systems School
Organizational Environment (p. 19 of Reader) Emery & Trist’s 4 “Types” of Org. Environments
Envirn = resources available to org to aid survival1. Placid-Randomized2. Placid-Clustered3. Disturbed-Reactive
4. Turbulent Environments:(known competitive interdependencies) + (far removed interdependencies) = ripple
effects
Survival threatened . . .
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Systems School
Organizational Environment (p. 19 of Reader) Emery & Trist’s 4 “Types” of Org. Environments
1. Placid-Randomized
2. Placid-Clustered
3. Disturbed-Reactive
4. Turbulent
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Systems School
Organizational Environment (p. 19 of Reader)Pfeffer & Salancik’s 3 “Levels” of Org. Environment
1. System of indivs/orgs related to one another (& a focal org.) through the org’s transactions.
2. Set of indivs/orgs with whom org interacts.
3. Perceptions/representation of “environment” by org/members (i.e., enacted environment).
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Systems School ---> Cultural School
Organizational EnvironmentWeick’s Enacted Envirn viz “Retrospective Sense-Making”
1. Premise: orgs exist in complex, uncertaininformation envirns (not just physical envirns)
2. Envirns don’t exist ‘out there’; indivs/orgs ‘create’ envirns (enact them)
3. Enactment = making sense of uncertainty via communication cycles (equivocality reduction)
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Systems School ---> Cultural School
Organizational EnvironmentWeick’s Enacted Envirn viz “Retrospective Sense-Making”
4. Equivocality (uncertainty) = same facts can be interpreted in multiple ways (pun on equifinality)
5. Major goal of orgs: reduction of equivocalityin envirn (uncertainty reduction)
How do they do so?????
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Systems School ---> Cultural School
Organizational Environment (p. 31 of Reader09F)
Weick’s “Retrospective Sense-Making”
1. Equivocality reduction via enactment, selection, retention (model in K. Miller)
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Systems School ---> Cultural School
Organizational Environment (p. 31 of Reader09F)
Weick’s “Retrospective Sense-Making”1. Equivocality reduction via enactment, selection, retention
(model in K. Miller)
2. Environmental “enactment” as a process of retrospective “sense making” by org.members.
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Systems School ---> Cultural School
Organizational Environment (p. 31 of Reader09F
Weick’s “Retrospective Sense-Making”1. Equivocality reduction via enactment, selection, retention
(model in K. Miller)2. Environmental “enactment” as a process of retrospective “sense
making” by org.members.
3. “Loose coupling” as an adaptation to turbulence in enacted environment.
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5 Schools of Organizational Theory
Classical/Traditional School Human Relations/Resources School Systems School
Interpretive/Cultural School
Critical School
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Cultural School
Introduction
What is “culture”? What “organizational culture” is . . .
Goal of researchers in this area
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Cultural School (p. 43 of Reader09F)
A. Popularity of Organizational Culture Perspective
1. Popular press, Professional press, Academic press
2. Interpretive Research Paradigm (vs. Functionalism/Positivism)
3. Examples in Communication (Since 1985)
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Cultural School (p. 43 of Reader09F)
B. Shifts toward Organizational Culture Perspective
1. Shifts in Business -- Culture is something an org “has”
Deal & Kennedy’s “strong” org culturePeters & Waterman’s “excellent”
cultures
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Cultural School (p. 43 of Reader09F)
B. Shifts toward Organizational Culture Perspective1. Shifts in Business
2. Shifts in Organizational Communication Theorytoward higher mental processes (sense-making)toward language & creation of meaningtoward social construction of reality (e.g., temporality)
Comm creates & recreates the social structures thatmakes orgs apparent.
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Cultural School (p. 43 of Reader09F)
B. Shifts toward Organizational Culture Perspective1. Shifts in Business2. Shifts in Organizational Communication Theory
3. Shifts in Human Sciencestoward “understanding” (vs explanation)toward metaphors as bases for understandingtoward assumptions implied in metaphors
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Cultural School (p. 43 of Reader09F)
C. Research Approaches to Organizational Culture
1. Comparative Management Approach: Culture as External Variable
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Cultural School (p. 43 of Reader09F)
C. Research Approaches to Organizational Culture1. Comparative Management Approach: Culture as External Variable
2. Corporate Culture Approach: Culture as Internal Variable
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Cultural School (p. 43 of Reader09F)
C. Research Approaches to Organizational Culture
1. Comparative Management Approach: Culture as External Variable2. Corporate Culture Approach: Culture as Internal Variable
Problems w/ Approaches 1 and 2a. Culture still treated as linearb. Culture assumed to work mechanisticallyc. Culture what management promotes
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Cultural School (p. 43 of Reader09F)
C. Research Approaches to Organizational Culture1. Comparative Management Approach: Culture as External Variable2. Corporate Culture Approach: Culture as Internal Variable
3. Organizational Cognition Approach: Culture as Knowledge Structures
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Cultural School (p. 43 of Reader09F)
C. Research Approaches to Organizational Culture1. Comparative Management Approach: Culture as External Variable2. Corporate Culture Approach: Culture as Internal Variable3. Organizational Cognition Approach: Culture as Knowledge Structures
4. Organizational Symbolism Approach: Culture as Patterns of Discourse
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Cultural School (p. 44 of Reader09F)
D. Limitations of Organizational Culture Approaches1. Atheoretical
2. Non-longitudinal Studies
3. Shared Practices vs. Shared Values/Meaning
4. Shift to Other Approaches/Metaphors (New Forms, SOSTs)
5. Popularization as Tool of Control, Not Understanding
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Critical Theory School
A. Core Assumptions1. Societal structures (wealth, status, gender) lead to power
imbalances
2. Imbalances of power lead to alienation and oppression for certain social classes and groups
3. Role of critical theorists is to uncover these imbalances, and to bring them to the attention of oppressed groups, so that emancipation is possible (through awareness and political action)
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Critical Theory School (p. 45 of Reader09F)
B. Example
Time and 5 OT SchoolsCritical Perspective