Content/Critical Thinking Analysis

timer Asked: Sep 6th, 2017
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Question description

Students will develop a short paper critically analyzing, and summarizing, one to three key content points from assigned chapters, articles, videos, etc. The paper will include:

  • Title/cover page
  • Introduction (2 paragraphs maximum)
  • Content/Critical Thinking Analysis (Identify key concepts, theories and models from weekly assigned chapters in textbook-how can you apply this information to an organization-give examples).
  • Conclusion (2 paragraphs maximum)
  • References

Papers will be 3-4 pages in content length, mostly narrative in format. Papers must follow Publication Manual of the APA 6th ed., 2nd printing guidelines (especially in regards to citing sources to avoid plagiarized work). Students will utilize content from the textbook, and any additional resources, such as scholarly articles, journals, books, assigned videos. (Note: Wikis, blogs, and any other publicly editable or opinion based information is not a scholarly resource).

Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 7 POSITIVE ORGANIZATIONAL BEHAVIOR How can I Flourish at School, Work, and Home? 7.1 The Importance of Positive OB 7.2 The Power of Positive Emotions 7.3 Fostering Mindfulness 7.4 Positive Psychological Capital: Capital that I Own and Control 7.5 Creating a Climate that Fosters Positive OB 7.6 Flourishing: The Destination of Positive OB Chapter 7 | Slide 2 The Importance of Positive OB What is Positive OB (POB)? • The study and application of positively oriented human resource strengths and the psychological capacities that can be measured, developed, and effectively managed for improvement performance in today’s workplace Chapter 7 | Slide 3 The Importance of Positive OB How Positivity Works Chapter 7 | Slide 4 The Importance of Positive OB The Benefits of POB • Positive deviance: – Successful performance that dramatically exceeds the norm in a positive direction – Provides insight into predictors of job performance Chapter 7 | Slide 5 The Importance of Positive OB The Benefits of POB Positive Businesses Do Well and Good They do well by being profitable and performing at a high level They do good by making the well-being of their employees and other stakeholders a priority Chapter 7 | Slide 6 The Importance of Positive OB Conscious Capitalism (CC) • Integrating POB through every aspect of the organization and incorporating: Higher purpose Stakeholder interdependence Conscious leadership Conscious culture Beyond profit maximization Rather than shareholder-centric Instead of “carrots and sticks” Instead of bottom-line focused Results in better organizational performance A more desirable workplace for employees Chapter 7 | Slide 7 Test Your OB Knowledge The Garden Gnome Company is trying to counteract a negative situation that occurred last year by creating a positive influence. Garden Gnome is hoping to create: A. B. C. D. E. Positive deviance A neutralizing influence An amplifying effect A buffering effect Corporate social responsibility Chapter 7 | Slide 8 The Power of Positive Emotions Positive vs. Negative Emotions Positive emotions: Negative emotions: • Are resources that fuel individual, group, and organizational flourishing • Help build social, psychological, and physical resources • Combat negative emotions • Broaden your mindset, open you to consider new things • Have benefits which endure over long periods of time • Are limiting • Spur you to act in narrow or specific ways Chapter 7 | Slide 9 The Power of Positive Emotions Positive Emotions Lead to Success ✓ ✓ ✓ ✓ ✓ Stronger Social Relationships Prosocial Behaviors Liking of Yourself and Others Stronger Bodies Original Thinking Chapter 7 | Slide 10 The Power of Positive Emotions Positivity Begets Positivity • Self-reinforcing and perpetuating aspects of positive emotions and positivity leads to upward spirals of positivity, where positive behaviors, feelings, and attitudes feed your own and those of others in a continual, reinforcing process Chapter 7 | Slide 11 The Power of Positive Emotions Multiple Positives for Every Negative - ++++ ++++ +++ +++ • Can’t simply remedy a negative situation with a positive • Must have multiple positive experiences for every negative Chapter 7 | Slide 12 The Power of Positive Emotions Strategies to Increase Positivity • • • • Create high-quality connections Cultivate kindness Develop distractions Dispute negative self-talk and thoughts Chapter 7 | Slide 13 Test Your OB Knowledge Stanley would like to increase his positivity. He should do all of the following EXCEPT A. B. C. D. E. Establish social connections with co-workers, family, etc. Fake happiness Go for a run when he feels negativity coming on Use self-talk to stop negative thoughts Volunteer to help a friend who is in a difficult situation Chapter 7 | Slide 14 Fostering Mindfulness Mindlessness vs. Mindfulness • Mindlessness: – State of reduced attention expressed in behavior that is rigid or thoughtless – Failure to control emotions is a key component – Requires minimal information processing – Done automatically – Associated with poor mental and physical health Chapter 7 | Slide 15 Fostering Mindfulness Mindlessness vs. Mindfulness • Mindfulness: ― The awareness that emerges through paying attention on purpose ― Is in the present moment ― Is nonjudgmental to the unfolding of experience moment by moment ― Requires effort because the brain works in ways that detract from staying focused ― Improves interpersonal communication ― Requires attentional balance Chapter 7 | Slide 16 Fostering Mindfulness Inhibitors of Mindfulness • Attentional deficit – Inability to focus vividly on an object • Attentional hyperactivity – Happens when our minds are racing or wandering, resulting in compulsive daydreaming or fantasizing Chapter 7 | Slide 17 Fostering Mindfulness Benefits of Mindfulness ✓ Increased Physical, Mental, and Interpersonal Effectiveness ✓ More Effective Communications ✓ More Balanced Emotions ✓ Personal Effectiveness Chapter 7 | Slide 18 •Breathing Meditation •Walking Meditation Fostering Mindfulness Practicing Mindfulness Breathing Meditation Walking Meditation Reduced Stress Reduced Negative Emotions Increased Emotional Regulation Increased Task Performance Increased Memory Chapter 7 | Slide 19 Test Your OB Knowledge All the following about mindfulness are true EXCEPT: A. Mindfulness requires a person to be present in the moment B. Mindfulness decreases the effectiveness of interpersonal communications C. Attentional deficit inhibits mindfulness D. Mindfulness can be practiced E. Mindfulness enhances a person’s ability to develop and sustain loving relationships Chapter 7 | Slide 20 Positive Psychological Capital: Capital that I Own and Control Psychological Capital (PsyCap) • Those with high levels of PsyCap have high levels of: – – – – Hope Efficacy Resilience Optimism Chapter 7 | Slide 21 Positive Psychological Capital: Capital that I Own and Control Two Components of Hope Having a Goal Means for Achieving the Goal •Willpower • Having a goal and the determination to achieve it •Waypower • Need to see alternative paths to achieve the goal Chapter 7 | Slide 22 Positive Psychological Capital: Capital that I Own and Control Efficacy • Confidence in your ability to do something • Influences the world around you and your ability to deal with inherent challenges and opportunities • Greater efficacy leads to being more confident and positive Chapter 7 | Slide 23 Positive Psychological Capital: Capital that I Own and Control Resilience • The capacity to consistently bounce back from adversity and to sustain yourself in the face of the demands of positive events Chapter 7 | Slide 24 Positive Psychological Capital: Capital that I Own and Control Optimism • Optimists view successes as due to their personal, permanent, and pervasive causes, and negative events to external, temporary, and situation-specific causes • Optimists are realistic and flexible • Optimism is self-inspirational Chapter 7 | Slide 25 Test Your OB Knowledge To have hope one needs to have: A. B. C. D. E. Efficacy Resilience Mindfulness A goal and a means for achieving the goal None of the above Chapter 7 | Slide 26 Creating a Climate that Fosters Positive OB Organizational Climate • Employees’ perceptions of formal and informal organizational policies, practices, procedures, and routines Chapter 7 | Slide 27 Creating a Climate that Fosters Positive OB Organizational Values • Ideals that are endorsed, shared, and supported by the organization as a whole Restorative Justice Compassion Temperance Chapter 7 | Slide 28 Creating a Climate that Fosters Positive OB Organizational Practices • Host of procedures, policies, practices, routines, and rules that organizations use to get things done – Training – Support programs – Human resource practices, programs, and policies Chapter 7 | Slide 29 Creating a Climate that Fosters Positive OB Virtuous Leadership • What individuals and organizations aspire to be when they are at their very best • Help individuals, groups, and organizations to elevate, enrich, and flourish Chapter 7 | Slide 30 Creating a Climate that Fosters Positive OB Components of Virtuous Leadership Forgiveness Greater Good Integrity Trust Chapter 7 | Slide 31 Creating a Climate that Fosters Positive OB Benefits of Virtuous Leadership • Increased: – Financial performance – Customer satisfaction – Positive organizational climate – Measures of organizational effectiveness Chapter 7 | Slide 32 Test Your OB Knowledge The Positive Proton Company has a policy of using a panel of managers and various employees to resolve conflicts that arise. What organizational value does this represent? A. B. C. D. E. Restorative justice Greater good Temperance Integrity Compassion Chapter 7 | Slide 33 Flourishing: The Destination of OB What is Well-Being and Flourishing? • Well Being is the combined impact of five elements (PERMA): P Positive Emotions E Engagement R Relationships M Meaning A Achievement Flourishing = the extent to which our lives contain PERMA Chapter 7 | Slide 34 Flourishing: The Destination of OB Positive Emotions • Broaden your perspective about how to overcome challenges in your life • Build on themselves resulting in a spread of positive emotions • Strengthens relationships with others (the R component in PERMA) Chapter 7 | Slide 35 Flourishing: The Destination of OB Engagement • The extent to which you are physically, cognitively, and emotionally involved with an activity, task, or project • Flow is the state of being completely involved in an activity for its own sake Chapter 7 | Slide 36 Flourishing: The Destination of OB Relationships • Positive emotions are associated with activities involving others • Social support is the amount of perceived helpfulness derived from social relationships – – – – Esteem support Informational support Social companionship Instrumental support Chapter 7 | Slide 37 Flourishing: The Destination of OB Meaningfulness and Achievement • Meaningfulness is belonging to and serving something that you believe is bigger than the self • Achievement pertains to the extent to which you have a self-directed achieving life. – People flourish when they pursue achievement for its own sake Chapter 7 | Slide 38 Test Your OB Knowledge All of the following are components of PERMA EXCEPT: A. B. C. D. E. Positive emotions Relationships Achievement Policies and Practices Engagement Chapter 7 | Slide 39 7 Integrative Framework for Understanding and Applying OB Chapter 7 | Slide 40 Part 1: Individual Behavior © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Part 3: Organizational Processes © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 14 ORGANIZATIONAL CULTURE, SOCIALIZATION, AND MENTORING How Can I Use These Concepts for Competitive Advantage? 14.1 The Foundation of Organizational Culture: Understanding Its Drivers and Functions 14.2 The Impact of Organizational Culture Types on Outcomes 14.3 The Process of Culture Change 14.4 The Organizational Socialization Process 14.5 Embedding Organizational Culture Through Mentoring Chapter 14 | Slide 2 The Foundation of Organizational Culture: Understanding Its Drivers and Functions What is Organizational Culture? • The set of shared, taken-for-granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments Chapter 14 | Slide 3 The Foundation of Organizational Culture: Understanding Its Drivers and Functions Four Characteristics of Organizational Culture: • • • • Shared concept Learned over time Influences our behavior at work Impacts outcomes at multiple levels Chapter 14 | Slide 4 The Foundation of Organizational Culture: Understanding Its Drivers and Functions Drivers and Flow of Organizational Culture Chapter 14 | Slide 5 The Foundation of Organizational Culture: Understanding Its Drivers and Functions Levels of Organizational Culture – Artifacts • The physical manifestation of an organization’s culture Chapter 14 | Slide 6 The Foundation of Organizational Culture: Understanding Its Drivers and Functions Levels of Organizational Culture – Espoused Values Espoused Values • Explicitly stated values and norms that are preferred by an organization Enacted Values • Values and norms that are actually exhibited or converted into employee behavior Gaps between espoused and enacted values Influence employee attitudes and organizational performance Chapter 14 | Slide 7 The Foundation of Organizational Culture: Understanding Its Drivers and Functions Levels of Organizational Culture – Basic Underlying Assumptions • Organizational values that have become so taken for granted over time that they become assumptions that guide organizational behavior Chapter 14 | Slide 8 The Foundation of Organizational Culture: Understanding Its Drivers and Functions Four Functions of Organizational Culture Chapter 14 | Slide 9 Test Your OB Knowledge Which level of organizational culture is the hardest to change? A. B. C. D. E. Artifacts Transactional Enacted values Espoused values Basic underlying assumptions Chapter 14 | Slide 10 The Impact of Organizational Culture Types on Outcomes Types of Organizational Culture – Clan Culture • Companies with a clan culture have an internal focus and they value flexibility rather than stability and control • Effectiveness achieved by encouraging collaboration, trust, and support • Employee-focused Chapter 14 | Slide 11 The Impact of Organizational Culture Types on Outcomes Types of Organizational Culture – Adhocracy Culture • External focus and value flexibility • Creation of new products and services • Culture is adaptable, creative, and fast to respond to the marketplace Chapter 14 | Slide 12 The Impact of Organizational Culture Types on Outcomes Types of Organizational Culture – Market Culture • Strong external focus and value stability and control • Competition • Strong desire to deliver results and accomplish goals Chapter 14 | Slide 13 The Impact of Organizational Culture Types on Outcomes Types of Organizational Culture – Hierarchy Culture • • • • Internal focus Formalized and structured work environment Values stability and control over flexibility Efficiency, timeliness, and reliability Chapter 14 | Slide 14 The Impact of Organizational Culture Types on Outcomes Conclusions about Organizational Culture Organizational culture is related to measures of organizational effectiveness Employees are more satisfied and committed to organizations with clan cultures Innovation and quality can be increased by building characteristics associated with clan, adhocracy, and market cultures Financial performance is not strongly related to organizational culture Market cultures tend to have more positive organizational outcomes Chapter 14 | Slide 15 Test Your OB Knowledge Jane works in an organization where quality and efficiency are highly valued. This organization's culture is likely: A. B. C. D. E. Hierarchy Adhocracy Goal-driven Clan Market Chapter 14 | Slide 16 The Process of Culture Change Four Truths About Culture Change Leaders are the architects and developers of organizational change Changing culture starts with one of the three levels of organizational culture – artifacts, espoused values, and basic underlying assumptions Consider how closely the current change aligns with the organization’s vision and strategic plan Use a structured approach when implementing culture change Chapter 14 | Slide 17 The Process of Culture Change Mechanisms for Creating Culture Change – Formal Statements • Using formal statements of: – – – – – Organizational philosophy Mission Vision Values Materials used for recruiting • Represent visible artifacts Chapter 14 | Slide 18 The Process of Culture Change Mechanisms for Creating Culture Change – Design of Physical Space • Physical spacing among people and buildings • Location of office furniture Chapter 14 | Slide 19 The Process of Culture Change Mechanisms for Creating Culture Change – Slogans, Language, Acronyms, and Sayings • Easy to remember and easy to repeat Chapter 14 | Slide 20 The Process of Culture Change Mechanisms for Creating Culture Change – Role Modeling, Training, Coaching • Structure training to provide an in-depth introduction about organizational values and basic underlying assumptions Chapter 14 | Slide 21 The Process of Culture Change Mechanisms for Creating Culture Change – Explicit Rewards, Status Symbols • Strong impact on employees due to its highly visible and meaningful nature • Strongest way to embed culture Chapter 14 | Slide 22 The Process of Culture Change Mechanisms for Creating Culture Change – Stories, Legends, or Myths • Powerful way to send messages about values and behaviors that are desired Chapter 14 | Slide 23 The Process of Culture Change Mechanisms for Creating Culture Change – Organizational Activities and Processes • Leaders pay attention to those activities they can measure and control • Sends message to employees about acceptable norms Chapter 14 | Slide 24 The Process of Culture Change Mechanisms for Creating Culture Change – Leader Reactions to Critical Incidents • People learn and pay attention to emotions exhibited by leaders • Positive emotions spread • Negative emotions travel faster and further Chapter 14 | Slide 25 The Process of Culture Change Mechanisms for Creating Culture Change – Rites and Rituals • Planned and unplanned activities and ceremonies • Used to celebrate important events or achievements Chapter 14 | Slide 26 The Process of Culture Change Mechanisms for Creating Culture Change – Workflow and Organizational Structure • Hierarchical structure vs. flatter organizations • Reducing the number of organizational layers is an attempt to empower employees and increase employee involvement Chapter 14 | Slide 27 The Process of Culture Change Mechanisms for Creating Culture Change – Organizational Systems and Procedures and Organizational Goals throughout Employee Lifecycle - How a Company Handles: Communication Recruitment Promotion Selection Layoffs Development Retirements Chapter 14 | Slide 28 Test Your OB Knowledge Jackson Electronics would like to change their organizational culture to more of a clan culture. Jackson should use all of the following methods EXCEPT: A. Develop training programs to teach the underlying assumption of clan culture B. Have leaders keep information about negative events from employees C. Change the office structure to allow space for employees to collaborate and communicate D. Develop group and team reward systems E. Celebrate employee accomplishments and life events Chapter 14 | Slide 29 The Organizational Socialization Process What is Organizational Socialization? • The process by which a person learns the values, norms, and required behaviors which permit them to participate as a member of an organization • A three-phase model of organizational socialization: – Anticipatory socialization – Encounter – Change and acquisition Chapter 14 | Slide 30 The Organizational Socialization Process Organizational Socialization Phase 1: Anticipatory Socialization • Occurs before an individual actually joins an organization • Information learned about careers and organizations • Learned from: – Current employees – Social media – Internet Chapter 14 | Slide 31 The Organizational Socialization Process Organizational Socialization Phase 1: Anticipatory Socialization • Use of a Realistic Job Preview (RJP) Lower Turnover Higher Job Performance Use of RJP Chapter 14 | Slide 32 The Organizational Socialization Process Organizational Socialization Phase 2: Encounter • Employees come to learn what the organization is really like • Organizations use onboarding programs Chapter 14 | Slide 33 The Organizational Socialization Process Organizational Socialization Phase 3: Change and Acquisition • Employees master important tasks and roles and adjust to their group’s values and norms Chapter 14 | Slide 34 The Organizational Socialization Process Practical Application of Organizational Socialization Research Effective onboarding programs result in increased retention, productivity, and rates of task completion for new hires Many organizations use socialization tactics to reinforce a culture that promotes ethical behavior Managers need to help new hires integrate with the culture to overcome stress associated with a new environment Support for the stage model is mixed, different techniques are appropriate for different people at different times Mangers should pay attention to the socialization of diverse employees Chapter 14 | Slide 35 Embedding Organizational Culture Through Mentoring What is Mentoring? • The process of forming and maintaining intensive and lasting developmental relationships between a variety of developers and a junior person Chapter 14 | Slide 36 Embedding Organizational Culture Through Mentoring Developmental Networks Underlying Mentoring Chapter 14 | Slide 37 Embedding Organizational Culture Through Mentoring Personal and Organizational Implications Foster a broad developmental network Become proficient at using social networking tools Need consistency or congruence between career goals and the type of developmental network Developers provide assistance depending on the person’s ability, potential, and relationship Develop a mentoring plan Incorporate mentoring into the organization’s leadership development program Chapter 14 | Slide 38 Test Your OB Knowledge All of the following are benefits of the RJP process EXCEPT: A. B. C. D. Leads to higher job performance Leads to lower turnover Provides a clearer picture of actual job expectations Employees may not accept a position after learning about the negative aspects of the job E. All the above are benefits of RJP Chapter 14 | Slide 39 14 Integrative Framework for Understanding and Applying OB Chapter 14 | Slide 40 Part 3: Organizational Processes © 2016 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Culture: The Missing Concept in Organization Studies Edgar H. Schein Massachusetts Institute of Technology Inattention to social systems in organizations has led researchers to underestimate the importance of culture—shared norms, values, and assumptions—in how organizations function. Concepts for understanding culture in organizations have value only when they derive from observation of real behavior in organizations, when they make sense of organizational data, and when they are definable enough to generate further study. The attempt to explain what happened to "brainwashed" American prisoners of war in the Korean conflict points up the need to take both individual traits and culture into account to understand organizational phenomena. For example, the failure of organizational learning can be understood more readily by examining the typical responses to change by members of several broad occupational cultures in an organization. The implication is that culture needs to be observed, more than measured, if organization studies is to advance. The purpose of this brief essay is to note that organizational psychology is slowly evolving from an individualistic point of view toward a more integrated view based on social psychology, sociology, and anthropology. In this evolution we have absorbed some of the more important concepts from these fields such as role, norm, and network, but we have not yet sufficiently understood the impact of culture. Even though I have worked on culture as a variable for over 10 years, I keep being surprised by how little I understand its profound influence in situation after situation. I believe our failure to take culture seriously enough stems from our methods of inquiry, which put a greater premium on abstractions that can be measured than on careful ethnographic or clinical observation of organizational phenomena. I will begin historically and then give a couple of examples of where culture comes into play in the explanation of phenomena that have not been sufficiently understood. This will put more focus on occupational cultures that are global and raise the possibility that organizations are not the right unit of study for certain purposes. In the end, I also hope that we as researchers will come to recognize how much our own methods and concepts are a product of our own culture. SOME REFLECTIONS ON THE EVOLUTION OF ORGANIZATIONAL PSYCHOLOGY © 1996 by Cornell University. 0001-8392/96/4102-0229/$1.00. The concept of organizational psychology was introduced in the early 1960s by Hal Leavitt and Bernie Bass in an article for the Annual Review of Psychology (Leavitt and Bass, 1964) and by Bernie Bass and me in textbooks with that title (Bass, 1965; Schein, 1965). The important issue at that time was to separate out from a fairly well-developed industrial psychology those elements of social psychology and sociology that dealt specifically with group and organizational phenomena. A number of new concepts were introduced into the field but, as 1 look back on it, most of them dealt with properties of the individual and were clearly derivative from psychology. Though we paid lip service to and reviewed the work of organizational sociologists in our 229/Administrative Science Quarterly, 41 (1996): 229-240 books, I have a feeling we did not then and maybe do not even now take them very seriously. Most of the business schools that adopted this field hired industrial or social psychologists and called it "organization behavior," a label with which I was never comfortable because it struck me as a kind of conceptual oxymoron. Either we were anthropomorphizing the legal entity called the corporation, or we were loosely adopting a kind of behaviorist model that derived much more from individualistic psychology than organizational reality. At the MIT Sloan School I remember insisting that we call our newly formed group "Organization Studies" to allow us to bring in whatever disciplines were relevant to the understanding of organizational phenomena. At that time we did not really know very much about what went on in organizations. We dealt in abstractions, not real phenomena, and we did not really know how to incorporate some of the significant findings of Roethlisberger and Dickson in the Hawthorne studies, the industrial field studies of Trist, Rice, and Jaques in the Tavistock Institute. Sherif's boys' camp studies that illustrated intergroup phenomena so clearly, and, or course, Kurt Lewin's groundbreaking work on group norms and leadership styles. For their part, the organizational sociologists paid equally little attention to what the psychologists had learned about individual differences, testing and selection methods, training and development, incentives, motivation, and rewards. This was illustrated for me personally in the field of career studies, where the sociologists of occupations such as Hughes, Becker, and Osipow made no references at all to the groundbreaking work of Strong, Super, Holland, and other vocational psychologists, and vice versa. The sociologists knew all about occupations but not how people got into them, and the psychologists knew all about how people chose occupations and how they could be helped in this process, but nothing about what it was like once one was in one. In the 1970s, organization studies maintained its bias toward the individual in that we continued to ignore the huge amount that the sociologists of occupations knew about the realities of what went on in organizational life, even though those studies were often focused on occupations rather than organizations as such. Melville Dalton's (1959) Men Who Manage was a kind of expose of what organizational life was really all about, and Katz and Kahn's (1966) Social Psychology of Qrganizations made a valiant effort to get us to think systemicaliy and in terms of networks and roles, but my impression is that the individualistic psychological bias continued to rule. In part this was due to the discovery that organizations were mean to people. Argyris's (1957) classic Personality and Qrganization made it very clear that organizations infantilized their employees, and McGregor in Human Side of Enterprise (1960) argued persuasively that most managerial control systems created a negative view of human nature that people eventually adopted, not because they are that way but because the organization trained them to be that way. 230/ASQ, June 1996 Culture Following Lewin's studies of the positive longer-range benefits of the democratic leadership style, Likert and many others saw the need to retrain managers, to teach them "human relations," and to show them that human nature was not intrinsically bad. Organization behavior became an advocate for more humane treatment of employees by showing that people were in the long run more productive and creative if they were treated as adults. The fact that short-run productivity in the autocratically run groups was just as high has seemingly been forgotten. We focused on productivity defined in terms of the individual's ability to be productive and creative but did not consider the systemic forces that operated in organizations to make managers, especially at the top of organizations, behave in the autocratic way they tended to do. We focused on charismatic leadership and became prescriptive, rather than studying the realities of what executives in organizations dealt with on a day-to-day basis. We viewed the organization from the bottom up and took the employee's point of view rather than seeing it as a complex system consisting of many conflicting points of view. We acknowledged the existence of group norms but failed to note that norms across wider social units such as entire organizations or occupations had a decisive influence on how those systems operated. And if we thought those norms were inimical to "organizational health," we glibly called for leaders to change them. We did not grasp that norms held tacitly across large social units were much more likely to change leaders than to be changed by them. We failed to note that "culture," viewed as such taken-for-granted, shared, tacit ways of perceiving, thinking, and reacting, was one of the most powerful and stable forces operating in organizations. The individualistic bias and the underestimating of the power of culture can be understood historically if we think about how we get concepts in the first place, what our methods of inquiry are that lead to our abstractions. Here, too, the psychologists have not paid enough attention to the sociologists and anthropologists whose traditions have been to go out into the field and observe a phenomenon at length before trying to understand it. And, for their part, the sociologists have not paid enough attention to the impact of individual differences on the social phenomena that they observed. CONCEPTS AND METHODS OF INQUIRY I start with an emphasis on concepts and methods of inquiry because knowledge in the human sciences arises initially through combining the clinical and ethnographic insights of the trained observer with ever-better theory. The field can progress only when we have a set of concepts (1) that are anchored in and derive from concrete observations of real behavior in real organizations, (2) that hang together and make sense of the data that we observe as we study organizations, (3) that are amenable to some kind of formal and operational definition so that they can be studied further, and (4) that provide some link to the concerns of practitioners who are solving real organizational problems here and now. 231/ASQ,June 1996 As I look back, what is missing most in our methods of research is the anchoring of our concepts in observed reality (Schein, 1987), We have gone too quickly to formal elegant abstractions that seemingly could be operationally defined and measured, i.e., centralization-decentralization, differentiation-integration, power, etc., and failed to link these to observed reality. I say "seemingly" because in the effort to define such concepts, we often relied on further abstractions, i.e,, questionnaire responses, and began to treat the abstractions as the reality. Not only does this create fuzzy theory and research that is made significant only by massaging the data statistically, but the results are often useless to the practitioner. The role of the practitioner is quite visible when one reviews these fields historically. The important theoretical and empirical advances came in response to social needs. We needed to explain the bizarre behaviors that occurred under Nazism (e.g,, Adorno et al., 1950), we needed to prove that democratic forms of government had validity (Lewin, Lippitt, and White, 1939), we needed to know how to design economical communication systems for civil defense shelters and sensible methods for rationing in World War II {e.g.. Lewin, 1943; Bavelas, 1948, 1950), we needed to understand and ameliorate the racial intergroup conflicts that plagued us in the 1940s (e.g., Sherif et al,, 1961), we needed to develop tests to recruit for the military both in World War I and 11 (Stouffer et al,, 1949), we needed to develop concepts of organizations that were both very productive and had high morale (McGregor, 1960; Likert, 1967), and so on. My point is that breakthrough research was driven in part by the need to contribute to the solution of highly visible real problems that were plaguing us at that time. We had real data around which to build our abstractions. Throughout this time, the concept of group norms was in good repute, but for some reason it was rarely applied to groups larger than teams or problem-solving units. For me, the larger culture issues surfaced first in relation to my serendipitous research on repatriates from the Korean conflict. COERCIVE PERSUASION: INDIVIDUAL OR ORGANIZATIONAL PHENOMENON? The connection between social needs and empirical research became very clear when the opportunity presented itself to study the behavior of prisoners of war (POWs) in the Korean conflict. The early exchange of sick and wounded prisoners had revealed that many POWs had seemingly collaborated with the enemy and had exhibited behaviors that were incomprehensible, such as making false confessions of dropping germ bombs. The three branches of the military combined to do a thorough screening of all the repatriates and to learn "what had gone wrong" or what did "brainwashing" actually consist of, Edward Hunter's books by that title implied Pavlovian conditioning, hypnosis, drugs, and other esoteric methods seemingly learned from the Russians during the heyday of Communism (Hunter, 1951, 1956), Though none of us who were sent to Korea to debrief the repatriates had experimental, survey, or even tightly 232/ASQ, June t996 Culture controlled interview data, the need to understand what had happened when POWs allegedly collaborated with the enemy and changed their attitudes toward Communism was so great that most of us who were fortunate enough to have talked to the repatriates found ourselves having to invent and develop new concepts to explain the observed and reported events (e.g., Schein, 1956, 1961a; Lifton, 1961; Biderman, 1963). The concepts available in psychology at the time were simply not capable of explaining the observed behavior. To understand what had happened to the individual prisoner in POW camps and to the Western civilian prisoners in the political prisons on the Chinese mainland, it was necessary to understand the entire milieu that the captor was able to create through (1) the manipulation of information such as withholding supportive mail, telling one prisoner that another had already confessed, showing forged documents to that effect or constant lecturing and indoctrination on the Chinese Communist point of view toward the Korean War; (2) the manipulation of incentives, such as indeterminate prison sentences until the prisoner was willing to make a "sincere" confession, punishment for false confessions or other forms of "resistance," or rewards for any small steps in the right direction toward confession; (3) the manipulation of group support by removing leaders from groups, by breaking up relationships if they stimulated resistance, by tying the fate of a group cell to the progress of its most resistant member; and (4) the captor's complete sincerity and conviction in his efforts to convert the prisoner to a new point of view. What we viewed as a cynical kind of social psychological torture, the captor viewed as a normal process of teaching Westerners the realities of Chinese Communism, a process that was widely practiced throughout China in the process of the Communists' political takeover. The Chinese Communist movement had been forged out of a common experience and had resulted in a shared view of the world that can quite legitimately be called a culture. One of the main forces operating within that culture was what many observers called a "passion for unanimity," which refiected itself in the zeal that all of the interrogators, prison guards, and ordinary citizens displayed in their dealing with Western prisoners. And it was this zeal that often proved decisive in opening up the mind of the prisoner, not the discomfort of prison life. My point in rehashing some of the phenomena of coercive persuasion, as I came to call this process, is that we sided with the prisoner and did a good job of trying to understand what happened that would account for changes in attitudes and the kind of "cognitive redefinition" that caused prisoners to make sincere confessions. We did not, however, pay enough attention to the organizational implications, to the concept of milieu control, to the creation of an environment by the manipulation and control of multiple variables to create certain organizational outcomes, and to the rote of a shared belief system in integrating the various components of the social system. Leaders and executives think in terms of such systems of incentives and controls and are ooncemed about shared values and beliefs because they are 233/ASQ, June 1996 dealing with thousands rather than a few immediate subordinates, and it is their ability to organize thousands that creates some of the most effective organizations we have seen. Instead of focusing on the negative effects of such shared belief systems and the milieu control they generate, should we not think more about the forces that create such cultures in the first place and thereby influence in executives the tendencies to manage in the way they do? On the level of social process, I saw many parallels between what the Chinese Communists were doing and what we do every day in families, in schools, in prisons, and in private and public organizations under the concepts of training, development, and socialization (Schein, 1961b), The goals are different, but the methods are remarkably similar. When we disapprove, we call it a cult and deplore it; when we approve, we call it an effective indoctrination program, such as a boot camp or academy. We need to understand better what the forces are that cause organizations of all kinds to create similar cultural milieux, incentive and control systems that operate in the same way, even though the goals of the organizations are quite different. My own understanding of this phenomenon came about from seeing more clearly that cultures arise in whole occupational communities and that, therefore, parts of organizations are as much a reflection of the occupational backgrounds and experiences of some of their members as they are of their own unique organizational histories (Van Maanen and Barley, 1984). Because I did not observe organizational phenomena carefully enough, I assumed that the unique history of an organization would eventually override the prior cultural assumptions of all of their employees, but, as I will try to point out below, this may not be the case either for certain classes of professionals in organizations or for chief executives. My own insight into this phenomenon crystallized as a result of an effort to understand why so many of the programs of organization development and organizational learning that we launched with so much enthusiasm seemed not to survive or diffuse across hierarchical or functional boundaries within organizations or across organizations within broader industrial sectors. I look first at why organizational learning has assumed such importance and then analyze the obstacles to such learning. OCCUPATIONAL CULTURES AND THE FAILURE OF ORGANIZATIONAL LEARNING Scholars of organizations have talked about organizational adaptation, coping, learning, adjusting to their environment and so on for as long as the field has existed. The field of planned change and organization development is all about learning and was already well articulated by Lippitt, Watson, and Westley in 1958 in the Dynamics of Planned Change. The postwar efforts of the Tavistock Institute under Rice, Trist, Bridger, Jaques, and many others were entirely devoted to how to help organizations to learn. The entire last chapter of my 1965 first edition and the subsequent editions of Organizational Psychology argued that one of the central 234/ASa June 1996 Culture conditions of organizational health was the ability to cope and adapt and specified several mechanisms and conditions for such coping. Learning is, however, a basically individualistic concept drawn directly from psychology, where it is highly developed, and we have not yet settled on a good definition of what it might mean for an organization to learn. Argyris and Schon (1996) finesse this issue by arguing that when individuals are in organizational roles acting on behalf of the organization, we can think of the organization as teaming. By contrast. Cook and Yanow (1993) argue persuasively that organizations do have to perform as total organizational units, and their ability to do so under changing environmental conditions must be legitimately thought of as organizational learning without attributing any consciousness to the organization per se. The intensive attention to this concept in the 1990s has to do with the fact that organizations both in the public and private sector have discovered that they are not efficient enough, given the levels of global competition and shrinking resources. The crisis of today is not war but how to remain competitive in a rapidly changing global context in which the U.S. is no longer an overwhelmingly dominant player. From the perspective of the market-based economy operating in Western capitalist societies the fact that thousands of laid-off employees may be suffering economic deprivation as a result of worldwide "downsizing" is only a small problem when the very survival of total organizations and industries is viewed to be at issue. What is different today is that organizations are more in trouble and that the environment Is changing faster. Leaders both in the private and public sector are wrestling with difficult economic problems, and the public at large has become cynical about the money spent by organizations, particularly public organizations, on social services. Technological advances have made some of these services, such as health care, so sophisticated and expensive that we are having to assess what social values are being served and what role government should play in the delivery of those services. Other technological advances, particularly those in information technology, have made it possible to conceive of new kinds of organizing principles that do not depend on co-location in time or space. All of this requires tremendous learning—how to collaborate, how to become more trusting and open in communications, how to deal with dependency in the new kinds of fluid hierarchical relationships, how to wield personal vs. positional power without losing the commitment of subordinates, how to design organizations with fluid boundaries, and so on. One phenomenon that is frequently observed in this context is that new methods of learning or solving problems do not diffuse or even become embedded in the organizations that first used them. Organizations display what can be thought of as "learning disabilities." or what Argyris might call "defensive routines" that get in the way of the kind of second-order learning that may be needed in today's turbulent world (Argyris and Schon, 1996), Individual projects 235/ASQ, June 1996 learn new methods of operating, but these methods do not diffuse to other groups or organizations. If we go back into the field and observe carefully what goes on when organizations attempt to improve their operations in response to new data from the economic, political, and technological environment, we discover the critical role that culture and subcultures play in this process. 1 am defining culture as the set of shared, taken-for-granted implicit assumptions that a group holds and that determines how it perceives, thinks about, and reacts to its various environments (Schein, 1992). Norms become a fairly visible manifestation of these assumptions, but it is important to remember that behind the norms lies this deeper taken-for-granted set of assumptions that most members of a culture never question or examine. The members of a culture are not even aware of their own culture until they encounter a different one. As I observe efforts to improve efficiency and effectiveness in many different kinds of organizations I have noticed that there are operating silently within each of them three different cultures. Two of these cultures are based on larger occupational communities and thus are more stable in the assumptions they hold (Van Maanen and Barley, 1984). Three Cultures of Management The "operators." The group we typically work with I will call the "operators," the line managers and workers who make and deliver the products and services that fulfill the organization's basic mission. In most organizations these operations acquire the name "the line," as contrasted with "staff" or "executive management." We have pretty good concepts from group dynamics, from motivation theory, and from learning theory on how to make "operations" more efficient, effective, and innovative. It is the operator group that typically becomes the target of change programs and organizational learning efforts. And it is this group that discovers the systemic interdependencies among the functions and learns to deal with them. It is this group that is typically the target of management in the sense that "developing managers" is typically conceived of as training people how to better handle the operators in the organization. Yet in organization after organization we have found that the innovations and more effective operations do not diffuse upward in the organization or last. To explain this, we need to discover how two other cultures interact with what I am catling the "operator culture." The "engineers." In every organization there is a core technology that underlies what the organization does, and that technology is designed and monitored by various kinds of "engineers" who share a common occupational culture. I have labeled this community "engineers," but it includes the technocrats and core designers in any functional group. For example, the designers of information technology systems might be software programmers, but 1 would include them in this concept of the engineering culture. The designers of financial reward systems or market research programs similarly belong in this broad occupational group. 236/ASQ, June 1996 Cutture If one examines the tacit shared assumptions of this broad community, one discovers that their preferred solutions are solutions without people. They prefer systems, machines, routines, and rules that are automatic and totally reliable. The need to do "real engineering" or basic design drives them toward simplicity, elegance, and routinized solutions that often ignore the social realities of the workplace (Kunda, 1992; Thomas, 1994), I have often overheard conversations like the one I heard most recently from a couple of MIT engineers, on their way to Boeing, while our plane was landing in Seattle: From their point of view, the cockpit crew is not necessary because the plane can be flown by computer from the ground. The social interaction that is necessary under unanticipated crisis conditions or the need to reassure passengers is viewed as irrelevant and expensive. If given the choice, the engineers would replace people with machines and routines. Engineers tend to view the need for complex human teams, the need to build relationships and trust, and the need to elicit the commitment of employees as unfortunate and undesirable derivatives of "human nature" to be circumvented, if possible, because they are so hard to manage and control. Operators, with their new systemic insights and new-found desires to work in effective teams, are often thwarted by the lack of support and enthusiasm of the engineers who keep proposing technical solutions that make operators very skeptical and feel threatened because they might lose their job as a result of the technical solution. The resolution of the tension between operators and engineers often results in proposals for new machines or new training programs that have to be pushed "up" in the organization for approval (Thomas, 1994), That process reveals the presence of a third critical occupational culture. The "executives." If one looks at organizations worldwide, one can identify a global community of chief executive officers (CEOs) who share a common set of assumptions based on the daily realities of their status and role, I am referring here to CEOs who have worked their way up the ladder and have been promoted into these positions. Entrepreneurs, founders of companies, and members of owning families are more diverse and would typically not display the kind of assumptions I see in the promoted CEO, The essence of this role is financial accountability to the owner shareholders, often embodied in the principle to keep the stock price and dividends as high as possible (Donaldson and Lorsch, 1983). The essence of their status is that they are the place where the buck stops, where ultimate accountability lies. Though lip service is paid to long-range strategy, to human resources, to balancing the needs of different stakeholders, the reality is driven by the capital markets and the need to remain financially viable. Though lip service is paid to the "office of the president" and "executive teams," the reality is that CEOs the world over learn that they alone must make the tough financial decisions based on imperfect information, because they become isolated and find it harder and harder to trust what their subordinates tell them. 237/ASQ, June 1996 CEOs iearn that to manage large numbers of people, departments, and divisions, one must rely increasingly on rules, procedures, and systems, most notably reward and control systems, Though they may have grown up with the knowledge and insights of the "operators," they increasingly have to abandon those insights and replace them with perceptions that in a tough competitive world, compromises have to be made, chances have to be taken, and financial criteria always have to be treated as paramount. When one is accountable for thousands of employees, one cannot worry about individual subordinate relationships. As one CEO put it, "I love to play ball with the troops after hours, but I keep my immediate subordinates at a distance." People become "human resources" and cost factors rather than capital investments. One consequence is that when the operator culture attempts to improve effectiveness by building learning capacity, which requires time and resources, the executives disallow the proposed activities on the grounds that the financial returns cannot be demonstrated or that too many exceptions are involved that would undermine the control system. Executives thus unconsciously collude with the engineers in wanting to minimize the human factor. In effect, all of the research findings about the importance of teamwork, collaboration, commitment, and involvement fall on deaf executive ears, because in the executive culture, those are not the important variables to consider. Even if a given CEO "sees the light" and creates a company that is more productive because it is more in tune with human needs, his or her replacement is likely to hold the more standard cost-driven assumptions and will dismantle many of the improvements that the previous "enlightened" CEO created. As a growing body of research has shown, some organizations have been able to overcome the negative impacts of short-run financial thinking by evolving cultures that integrate the executive, the engineering, and the operator point of view, but those organizations are still the exception rather than the rule, and we still do not fully understand how they did it (e.g., Donaldson and Lorsch, 1983; Kotter and Heskett, 1992; Collins and Porras, 1994). What this line of thinking leads to is the possibility that the organization as a unit may not ever be able to be a reliable learning system unless it reconciles the built-in conflict between these three cultures, two of which have their roots fn larger worldwide occupational communities. These communities have learned their assumptions from the environments in which they exist, the financial structure of capitalism and the technological structure of engineering, and until those structures and the educational systems that support them change, organizations will not be able to make some of the fundamental changes that the learning ideoiogues, myself included, have been advocating. If we believe in learning, we must redefine our question and ask how occupational communities learn. How do executives learn, given the realities of their roles, and how do we help them to become effective learners? How do engineers learn outside the narrow confir>es of their technologies, and how do we help them learn? These are questions that have only 238/ASa June 1996 Culture begun to be addressed because they cut across disciplinary lines. To address them will require the collaboration of occupational sociologists, organizational theorists, and psychologists knowledgeable about the learning process itself. Most of all, it will require, at the outset, the recognition that we are dealing with other cultures and are imposing our own cultural biases on them. The humanistic bias that fs inherent in the field of organization studies makes it hard for us to be truly sympathetic either to the technocratic emphasis of the engineer or the financial emphasis of the executive. So we spend our time advocating that "they" should become more aware of the human factor, which is tantamount to saying give up your culture and become a member of ours. Organization studies wit! not mature as a field untii we spend much more time in observing and absorbing these other cultures, learning to see them from the insider's perspective, discovering in that process even other occupational cultures that affect how organizations work. IMPLICATIONS AND CONCLUSIONS I have always been struck by the analogy between the artist learning to see his or her subject before it can be rendered and the social scientist learning to see the psychodynamics and sociodynamics of individuals, relationships, groups, and larger organizattonal units. My own insights have only come after I have spent hours and hours immersed in a given phenomenon, after I have identified and dealt with all my own prior expectations and stereotypes, and have gradually come to see what is really out there. I think it is a difficult process, and our theories are weak because we have not practiced it enough. Particularly in relation to culture, when I see my colleagues inventing questionnaires to "measure" culture, I feel that they are simply not seeing what is there, and this is particularly dangerous when one is dealing with a social force that is invisible yet very powerful. We are in grave danger of not seeing our own culture, our assumptions about methods, about theory, about what is important to study or not study, and, in that process, pay too much attention only to what suits our needs. Artists get very interested in each other's work and learn a great deal from how other artists have solved problems. Here, too, we could learn by spending more time with colleagues from related but different disciplines. It is comforting for the social psychologist trained in questionnaire or laboratory methods to spend time with colleagues who have the same training, but it might be more productive for that psychologist to go into the field with an ethnographer or become a participant observer in a real organization. We can only see that to which we expose ourselves and, i fear, we have limited our exposure too much to the artificial. We will not learn about the power of culture unless we cross real cultural boundaries. This is an uncomfortable process, as every traveler in a foreign country knows, but I believe it is essential if we are to develop organization studies as a viable and practical field. 239/ASQ, June 1996 REFERENCES Adorno. Theodor W., Else Frenkel-Brunswik, Daniel J. Levinson, and R. Nevitt Sanford 1950 The Authoritarian Personality. New York: Harper. Argyris. Chris 1957 Personality and Organization. New York: Harper & Row. Argyris. Chris, and Donald A. Schon 1996 Organizational Learning tl. Reading, MA: Add i son-Wesley. Bass, Bernard M. 1965 Organizational Psychology. Boston: AKyn & Bacon. Bavelas, Alex 1948 "A mathematical model for group structure," Human Organizations, 7: 16-30. 1950 "Communication patterns in task-oriented groups," Journal of the Acoustical Society of America, 22: 271-282. Biderman, Albert D, 1963 March to Calumny: The Story of American POW's in the Korean War. New York: Macmillan. Collins, James Charles, and Jerry I. Porras 1994 Built to Last: Successful Habits of Visionary Companies. New York: Harper BusinessCook. Scott D. N.. and Dvora Yanow 1993 "Culture and Organizational learning." Journal of Management Inquiry, 2: 373-390, Dalton, Melville 1959 Men Who Manage. New York: Wiley, Donaldson, Gordon, and Jay William Lorsch 1983 Decision Making at the Top: The Shaping of Strategic Decision. New York: Basic Books. Hunter, Edward 1951 Brainwashing in Red China. New York: Vanguard. 1956 Brainwashing, New York: Farrar, Strauss & Cuddahy, Katz, Daniel, and Robert L. Kahn 1966 The Social Psychology of Organizations. New York: Wiley, Kotter, John P.. and James L. Heskett 1992 Corporate Culture and Performance. New York: Free Press. Kunda, Gideon 1992 Engineering Culture. Philadelphia: Temple University Press. Leavitt, Harold J., and Bernard M. Bass 1964 "Organizational psychology." in P. R. Farnsworth, Olga McNemar, and Ouinn McNemar (eds,), Annual Review of Psychology, 15: 371-398. Palo Alto, CA: Annual Reviews. Lewin, Kurt 1943 "Cultural reconstruction." Journal of Abnormal Social Psychology, 38: 166-173. Lewin, Kurt, Ronald Lippitt, and Ralph White 1939 "Patterns of aggressive behavior in experimentally created 'social climates'," Journal of Social Psychology, 10: 271-299. Lifton, Robert J. 1961 Thought Reform and the Psychology of Totalism: A Study of "Brainwashing" in China. New York: Norton. Likert, Rensis 1967 The Human Organization, New York: McGraw-Hill. Lippitt. Ronald, Jeanne Watson, and Bruce Westtey 1958 The Dynamics of Planned Change. New York: Harcourt-Brace. McGregor, Douglas M. 1960 Human Side of Enterprise, New York: McGraw-Hill, 240/ASQ,June 1996 Schein, Edgar H. 1956 "The Chinese indoctrination program for prisoners of war," Psychiatry, 19: 149-172. 1961a Coercive Persuasion. New York: Norton. 1961b "Management development as a process of influence," Industrial Management Review. 2: 59-77, 1965 Organizational Psychology. Englewood Ctlffs, NJ: Prentice-Hall. 1987 The Clinical Perspective in Fieldwork, Newbury Park, CA: Sage, 1992 Organizational Culture and Leadership, 2d ed. San Francisco: Jossey-Bass. Sherif. Muzafer, O. J. Harvey, B. Jack White. William R. Hood, and Caroiyn W. Sherif 1961 Intergroup Conflict and Cooperation: The Robber's Cave Experiment, Norman, OK: University Book Exchange. Stouffer, Samuel R.. Edward Suchman, Leiand C. DeVinney, Shirley A. Star, and Robin M. Williams, Jr. 1949 The American Soldier. New York: Science Eds. Thomas, Robert Joseph 1994 What Machines Can't Do. Berkeley, CA: University of California Press. Van Maanen, John, and Stephen R. Barley 1984 "Occupational communities: Culture and control in organizations." In Barry M. Staw and L. L. Cummings (eds.). Research in Organizational Behavior, 6: 287-365. Greenwich, CT: JAI Press.

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Content/Critical Thinking Analysis
Student's name


As I go through in my assigned weekly chapters in my textbooks, I felt a little bit difficult
to understand some of the topics related to the process of the organization when it comes to the
socialization. But, as I made deep researched, I made some improvement about my realization
and realization about this topic. I came to realize how important is socialization, mentoring and
also the organizational culture. Corporate culture is very important to determine the success or
failure of an organization. When evaluating a corporate culture this is mainly focused on the
creation and compliance of the rules of the same. This evaluation does not imply the key
arguments that generate the leadership of a company and the influence they have on the
company's behavior. The most common is that companies raise their values clearly. However,
the degree of integration of the values in the company and the degree of the application by the
staff is not very clear.
I have also understood on how the concept of culture did not practice in the organization,
rather, it was said that organizations were oft...

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