comm 122: micro/macro organizational communication lecture 4 10/22/08

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)

Review Lecture 3 10/15/08

1. Structure2. Systems School

6 Theorists5 Concepts

3. Communication Load & Implications

5 Schools of Organizational Theory

Classical/Traditional School Human Relations/Resources School

Systems School

Interpretive/Cultural School Critical School

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

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

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)

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

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)

Systems School

Communication Load (p. 29-30 of Reader)

I. DEFINITIONII. DETERMINANTSIII. FINDINGSIV. (PROBLEMATIC) LEVELS OF LOADV. FACTORS AFFECTING LOAD

VI. STRATEGIES

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

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

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

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


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 =


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 =


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 =


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


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

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

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

Systems School


Environment = resources available to org to aid survival

Systems School


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

Systems School


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

Systems School


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

Systems School


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 . . .

Systems School


1. Placid-Randomized

2. Placid-Clustered

3. Disturbed-Reactive

4. Turbulent

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).

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)


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?????


Organizational Environment (p. 31 of Reader09F)

Weick’s “Retrospective Sense-Making”

1. Equivocality reduction via enactment, selection, retention (model in K. Miller)


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.


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.

5 Schools of Organizational Theory

Classical/Traditional School Human Relations/Resources School Systems School

Interpretive/Cultural School

Critical School

Cultural School

Introduction

What is “culture”? What “organizational culture” is . . .

Goal of researchers in this area

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)


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


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.


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


C. Research Approaches to Organizational Culture

1. Comparative Management Approach: Culture as External Variable


C. Research Approaches to Organizational Culture1. Comparative Management Approach: Culture as External Variable

2. Corporate Culture Approach: Culture as Internal Variable


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


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


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


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

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)

Critical Theory School (p. 45 of Reader09F)

B. Example

Time and 5 OT SchoolsCritical Perspective

comm 122: micro/macro organizational communication lecture 4 10/22/08

Documents

management theory

sociotechnical systems

organizational sizecomplexity

comm critical

subsystems together2

industrial management

scientific management

mechanistic machine