Critical Approaches:

o   Conceptualize organizations as systems of power, politics, and contro Assumes what is good for the company is good for you too

o   Primary concern is identifying and revealing systems of control and power in organizations

§  Organizations as systems, power, control

§  Having control can be a very bad thing

·      Misuse of power

Things we’re not aware of are the things that we’re most vulnerable of.

-The Ability to influince and control critical resources and decision making in an organization.

-EX: CEO or CFO-Controls money and budgets.

-Power results from one's ability to control critical resources that others need.

-If I have something that you need, I have power over you.

-Not any resource can give you power-Just Critical

-Are irreplaceable or very hard to replace, org. cant function without.(Knowledge)

-Central to the work of the organization.(Unable to work w/o resource)

-Prevasive (needed everywhere)

-Have Immediate impact.

Simple Control

(Forms of Control in Organizations)

-Explicit and Direct exertion of authority

Ex: Move final exam- Teacher says no

-A person with high authority has the control over others.

Bureaucratic Control

(Forms of Simple Control in Organizations)

-Control through hierarchal structure and rules.

-Classic Approach: Ex. Move final to dead week, handbook says no, so teacher says no. (Follow the rules)

Concertive Control

(Forms of Control in Organizations)

-Control through culture and identification.

*Most hidden, most difficult to reconize.

*Control in the way you think.

*The most important form of control*

Technological Control

(Forms of Control in Organizations)

-Control through technology.

-Ex: Access to certain areas with things like surveillance cameras. 

Ideology

(Elements of Concertive Control)

-Shared set of Deeply rooted values and assumptions of how people think. (Level 2 and 3)

Hegemony

(Elements of Concertive Control)

-The predominant influence of a group over another.

-Process by which people being controlled participate willingly in that controlled group.

-EX: Shock studies, person asks to stop and subject keeps going.

Identification as a component of Concertive Control

(Elements of Concertive Control)

-To relate to, you perceive you have the same views and values as the organization.

-EX: WSU face to face-teacher and student see each other.

-Share the same as idealological but feel hegemony because it's the right thing.

Definition of Culture

(Organizational Culture)

-Shared patterns of thoughts and behaviors of a given group.

*EX: Common patterns of WSU-go to class, cougar pride & clothing(Proud Association)

-Shared ways of thinking, feeling, and behaving.

*How we think about the world- different ideas on how the world works. 

Components of Culture

(Organizational Culture)

-Cultural substance - values, beliefs, and assumptions, cognitive element of cultural substance, shared way of thinking.

-Cultural forms - all the ways in which cultural substance is expressed or communicated.

*EX: Stories, slang, jargon, symbols, ceremonies, artifacts, use of space, ect.

Levels of Culture #1

Artifacts and Creations (forms)

(Organizational Culture)

-Tangible things (you can see, hear and touch)

-These all express/communicate the substance(you can express)

-Sense of what ought to be; how things should be done how people should behave (freedom, individuality, productivity, happiness) things people feel are very important and believe in.

-Deeply rooted and ingrained assumptions about:

*Humanity's relationships to nature

*Dominant relationship to nature

*Nature of reality and truth

*What is real-stats, evidence,stories

*Nature of human activity

*Are people naturally good or evil?

*Classical vs. Human Resources

*Nature of human activity 

*People control themselves     through ideas- comes right out of     cultures.

*Nature of human relationships

*Dominance or equality 

    *Competition or quality

-Sensemaking

*Culture helps us understand why things happen the way they do.

-Nordy's return policy(Value Customers)

1.Customer service, 2,3 follow rules.

 *Control (Especially concertive control)

-Peoples controls themselves through ideas- comes right out of cultures.

*Cohesion and Belonging

   -Social beings

-Need for belonging, need to feel as if we fit in.

Forms: Social beings, need for belonging, need to feel as if we fit in.

Values/Assumptions: Best way to l earn is in a controlled, structured place, then go to Ivy Leauge school

Stage one

Vocational Anticipatory Socialization

(Organizational Socialization Process)

-Period during which Indv learn and form perceptions about work and types of occupations.

*Family: Parents actions and behaviors toward job, overheard while growing up, all pretty indirect **most influential source**

 *Educational Inst's: Teachers you like are role models to you (influential),classes you like inspire you

 *Part-time jobs: Low pay, low skill requirement –  make you see what not to do. Or vice versa. First  experience of job atmosphere.

   *Peers/Friends:Warn/encourage, others exp tells  worth it or not. Not much influence

 *Media: Media tends to teach us when it’s meant to  entertain. Media tends to be only source of info, can  have large impact.

Stage 2-Anticipatory Socialization

(Organizational Socialization Process)

-Period during which individuals learn and perform perceptions about specific jobs in specific organizations (the Job search).

-Primary Sources:

*Organizational Litature

       -Job ads, position descriptions websites

       -Tends to be biased to attract broad

       - Interpersonal communication with organizational interviewers, employees, other applicants, etc…

-Breaking-in period. A period of “learning the ropes.” A period of surprise and, often, unmet expectations. 

*EX: first day of school at WSU 

-Types of Uncertainty

*Referent, “How much should I research this job? How am I  suppose to do it?

*Appraisal, Am I capable of doing this.

*Relational, what's the social structure/ network, where will I  fit in?

Stage 3-Organizational Encounter

(Organizational Socialization Process)

Set 2

Primary Sources of Information:

-Organizational Management

  *Downward ambient message to provide newcomers basic info

   *Not directly at you, but all new members

   *New Employee orientation, very boring and basic

-Supervisor

   *Downward, primary purpose to give instructions

   *Very crucial

   *When you first meet your supervisor, set right tone

SEE STUDY GUIDE

-1/3 of 2/3 of a supervisors time is spent communicating with subordinates, Face to Face is the dominant form of interaction.

-Majority of supervision-subordinate supervision deals with task issues.

Openness in Communication

(Supervisor-Subordinate Communication)

-Openness in message sending-candid disclosure of feelings or bad news and important company facts.

-Openness in message receiving-encouraging, or at least permitting the frank expression of views divergent from one's own; willingness to listen to "bad news" or discomforting information.

Upward Distortion

(Supervisor-Subordinate Communication)

-Deals with the subordinate's tendency to distort information sent upward to the supervisor.

   *Greater power over advancement of the subordinate leads   to omission of critical information provided.

   *Less trust of the supervisor, and greater desire for    advancement, leads to more upward distortion.

   *Subordinates are more likely to distort info that is negative  and    unfavorable toward the subordinate than which is positive and favorable.

   *Supervisors view messages that are favorable to the subordinate as less  accurate than messages that are unfavorable to the subordinate.

Semantic Information Device 

(Supervisor-Subordinate Communication)

-Describes the gap in agreement and/or understanding that often exists between supervisors and subordinates on specific issues such as job duties and knowledge.

*Supervisors and subordinates tend to have different perceptions of the basic job duties and demands facing the subordinates.

*Supervisors tend to overestimate the subordinate's knowledge on given topics.

*The larger the gap, the lower the subordinate's morale, less satisfied.

Effective Supervisor Characteristic's

(Supervisor-Subordinate Communication)

-More "communication minded".

-Tend to be willing, empathic listeners.

-Tend to "ask" or "persuade" rather than "demanding" or "telling"

-Sensitive to the feelings and need of their employees.

-More open in passing along information.

Supervisor-subordinate relationships are important for subordinate employees because?

(Supervisor-Subordinate Communication)

-The Supervisor serves as a role model for the employee. 

-Supervisors have the authority to reward and punish employees.

-Supervisors mediate downward info to employees.

Supervisor-subordinate relationships are important for the supervisor because:

(Supervisor-Subordinate Communication)

-Employees are important informal sources about their work environment.

-Supervisor's performance depends on employee performance.

Leader-Member Exchange Theory 

-States that supervisors don't use one particular supervisory or communication style with all of their subordinates. They form different types of relationships with different subordiantes.

Leader-Member Exchange Theory

(Supervisor Exchange Relationship)

-Characterized by low amount of trust and self-disclosure, less open to communication, less latitude for the subordinate, greater amount of direct supervision. 

Leadership Exchange Relationship**Better**

Leader-Member Exchange Theory

-Characterized by high amount of trust and disclosure, more open communication, greater latitude for the subordinate, less direct supervision.

-Employees with leadership exchange relationships with their supervisors:

*Receive more, and higher quality info from their supervisors.

*Are more satisfied with their jobs

*Are less likely to leave their jobs

*Enjoy faster career progression

Factors Associated with LMX Relationship Development

(Leader-Member Exchange Theory)

-Employee Ability

-Supervisors Ability

-Employee's Personality

-Supervisors Personality

-Employee's Ability:

The more competent the employee, the more likely he will develop a high quality LMX relationship. 

-Supervisor's Personality:

The more competent the supervisor in general, and especially in training and assisting employees, the higher quality relationship.

-Employee's Personality: The higher the employee's internal locus of control, the higher quality relationship.

-Supervisor's Personality:

-The more authoritarian the supervisor, the lower quality the LMX relationships.

Factors Associated with LMX Relationship Dev

Leader-Member Exchange Theory

-Cognitive Similarity

-Demographic Similarity 

-Extra-role Behavior

-Cognitive Similarity: 

Similar beliefs/schemas regarding effective leadership and employee prototypes are associated with higher quality LMX relationships.

-Demographic Similarity:

Higher quality LMX relationships are more likely to develop between supervisors of the same sex and race.

-Extra-role Behavior:

The more time supervisor and employees spend together outside of work, the higher quality of the LMX relationship.

*EX: having lunch, drinks after work, other activities.