Showing papers on "Theory X and Theory Y published in 1988"

Organizational Identity: A Psychoanalytic Exploration of Organizational Meaning

Abstract: Organizational studies are undergoing change. Organization theory and research are moving toward greater sensitivity to subjective perceptions of the world, as illustrated by the current focus on “organizational culture.” (1) This development shifts the analysis of organizations from the study of empirical “objective” data to “intersubjective” data. Scholars want to know what organizational members experience and how that experience influences their decisions and actions. Contemporary organizational research is, therefore, composed less of “factual” statements from detached observers about administrative behavior and more of statements from participants themselves.

The Temporal Dimension in Organizational Studies

Abstract: Organization studies and theories are based on time-free statements. This paper introduces the concept of 'organizational time' in order to explore the internal and particular time of the individual organization (or event) and the time involved in intra-organizational dynamics in relation to other times. Two research studies prompted the authors' reflections on organizational time as an important variable in the shaping of the scenario of decision-making processes. It is argued that the heuristic validity of the variable 'organizational time' lies in the interpretation of the choices and culture of organizational actors and in their defining of the boundaries of the organization.

Experiences in Management and Organizational Behavior

Abstract: INDIVIDUALS. Icebreakers. Motivation: Basic Concepts. Applied Motivation and Job Design. INTERPERSONAL AND GROUP RELATIONSHIPS. Interpersonal Communication. Decision Making and Problem Solving. Negotiation and Conflict. Managers as Leaders. ORGANIZATIONS. Organizational Realities. Power. Organizational Communication. Organizational Structure and Design. Planned Change. Life, Work, and Career Roles. Understanding and Valuing Differences. Folio of Resources, Readings, and Assessment Techniques.

An organizational analysis of the future of educational technology

Abstract: In this special issue, the reader has the opportunity to examine an interesting and diverse set of futuristic scenarios from authors Bowie, Bratton, Knirk, and Reiser. It is a difficult intellectual challenge to compare and contrast them. However, I believe there is merit in such an analysis. There are provocative similarities and differences across the articles, and it seems they can be sharpened by a systematic, organizational analysis. The tool I have chosen is an organizational analysis method developed by some systems analysts a number of years ago (Kurpius, 1985). I cu r ren t ly use the tool as an intellectual template in analyzing complex development projects or assessing organizations for the suitability of organ iza t iona l and ins t ruc t iona l development interventions. The tool is broad enough to analyze these alternate futures and should provide one powerful, integrated perspective of all our authors ' predictions. As i l lus t ra ted in F igure 1, the analysis tool is used to sort organizat ional dynamics into five p r imary categories. The environment, that is, forces external to an organization, is often most important. In many ways, the most significant determinants of our professional futures are outside of our control. We are not large enough as a profession to directly manipulate the organizational structures in which we reside. We may ultimately succeed or fail as a field according to our ability to capitalize on patterns and trends well beyond our immediate control. We are comfortable in analyzing the purposes or goals of our client systems, and in recent years have become quite sensitive to the norms, values, and cultural factors that form the context for expressions of purpose. In some ways, our in te l lec tua l pu r su i t of needs analysis (Mayer & Kaufman, 1985) can be seen as an explicit recognition of the complex manner in which organizations express value, direction, and purpose. Some in our field have argued that our interventions are profound

Levels of Analysis and Organizational Behavior: a Suggested Cognitive Framework for Educational Use

Abstract: One of the distinctive characteristics of organizational behavior as a field of inquiry is its emphasis on levels of analysis (Rousseau, 1985). While the basic disciplines tend to focus on concepts at a single level, organizational behavior simultaneously considers individual, dyadic, group, organizational, and even environmental levels of analysis. It is not surprising, therefore, that the content contained in many of the most popular textbooks in the field is often organized around levels of analysis. Furthermore, from a practical perspective, management problems are not easily categorized as purely psychological (individual differences focus on behavior), social psychological (dyadic or group focus), or sociological (organizational focus on behavior). Rather, managers need to be well versed in identifying and solving organizational problems that cut across various levels of analysis. The key interest of this article concerns the method by which levels of analysis in organizational behavior is taught in the classroom. By focusing this paper on the importance of the levels of analysis issue it is hoped that an exchange of ideas on teaching approaches will be initiated by readers of this journal. In order to begin this dialogue, the present article proposes a general cognitive framework for teaching levels of analysis. An important feature of this framework is its emphasis on viewing organizational problems and solutions in terms of multiple levels of analysis. The article is structured in the following way: The first section discusses the meaning of levels of analysis with examples from research and teaching; the second section presents the cognitive framework for teaching levels of analysis; and the final section discusses pedagogical implications of the cognitive framework.

Contingency Theories of Leadership and the Teaching of Organizational Behavior: a Case in Point:

Abstract: These days most of us teach about contingency theories of leadership. A basic tenet of these theories is that the leader or manager should choose his/her leadership style depending on a number of variables. And one crucial variable is what Hersey and Blanchard call the maturity of the employees or subordinates. Other things being equal, the more mature the subordinate, the less control is called for. Advocates of such prescription rarely examine the question of whether the manager or leader is choosing a leadership style to apply to a group or to single individuals. And whether in managing a group he/she should choose a constant style to apply to all individuals or adapt his/her style in dealing with specific individuals. Advocates have also ignored another important issue, namely how to make compatible the prescription of adaptability with strong expectations on the part of subordinates for consistency of behavior, equality of treatment, firmness, and authenticity. In other words, managers who would adapt to their subordinates to the extent that seems to be required by the adaptability prescription risk being labeled by their subordinates political &dquo;chameleons&dquo; (unless they are true chameleons and people do not realize

The ABCs of Organizational Behavior.

Abstract: To penetrate the growing complexity of theoretical perspectives and research methodologies surrounding organizational behavior, this paper introduces the ABC Matrix. This conceptual framework clarifies complex, repetitive organizational behavior by grouping behaviors (avoidance, buffering, and confronting) into readily understood categories. Second, the matrix stresses the importance of observing behaviors at the individual, the group, and the overall organization levels. Third, the framework helps ascertain trends over time and explain current behaviors. Fourth, the matrix serves as a basis for developing practical tools to diagnose behavior and encourage behavior change when appropriate. While early feedback from graduate seminars and professional development workshops for educators supports the matrix as a useful tool, it has not yet been widely critiqued or field-tested. A survey instrument has been designed to meet this need. This paper's three sections (1) introduce, define, lnd integrate the ABC concepts; (2) present a case study employing the matrix; and (3) explore the matrix's potential for analytical and diagnostic purposes. The matrix enables organizational leaders to see both extreme behavior types and the blending of these behaviors as they typically occur in reality. Because the matrix is not a "canned" approach, it provides guidance for understanding, while encouraging contingency applications to specific organizational sites. (MLH) mommoommax3000000000000000000000000amoommoommoommoommomma Reproductions supplied by EDRS are the best that can be made from the original document. XXY3000000000000000000000000000000000000000000000000000000000000000000M

The Relationship of Organizational Context to Human Resources Management: An Empirical Test of Management Control Theory.

Abstract: This study examined the relationships among three sets of variables: organizational context (size, technology, domain modification), administrative uncertainty (cause-effect knowledge, standards of...

Applied organizational genetics

Abstract: The theory of organizational genetics underwrites the application of biological models into some organizational contexts. Three such models are presented and discussed: (i) the evolutionary basis for optimal data redundancy; (ii) safety factors for support structures and systems; and (iii) allocation of resources for defense against herbivory. These models are translated into their corresponding organizational settings following a brief review of their meaning in biology. All three are quantitative models, allowing predictions to be made in an organizational context as well. Application of any of the models presupposes a prior analysis of the organization's data model and determination that organizational genetics accurately describes the organization.