CHAPTER 10 Organizational Communication
Chapter 10: Organizational Communication
Chapter Objectives and Integrator Guide
After reading and thinking about this chapter students should be able to:
Objectives / Resources1. Define organizational communication.
Key terms: Organizations, organizational communication, structuration. / In the Text:
Page References: pages 304-306
In the Instructor’s Manual:
Activity 10.2: The Old Lady and the Fly.
2. Recognize different types of organizations.
Key terms: Functional classification system, economic production orientation, political-goals orientation, integration-goals orientation, pattern-maintenance goal orientation. / In the Text:
Page References: pages 306-308
Think, Pair, Share: Functions of organizations. (p. 308)
3. Explain how structures develop in organizations.
Key terms: Organizational structure, productivity, quality. / In the Text:
Page Reference: page 308
4. Identify different types of organizational structures.
Key terms: Bureaucracy, division of labor, chain of command, hierarchy, managers, downward communication, participatory organizations, workplace democracy, quality circles, self-managed work teams, alternative organizations, cooperative, feminist organization, information, management information system. / In the Text:
Page References: pages 309-314
Try This: Identifying factors that influence workplace democracy. (p. 310)
Cultural Note: Quality circles in organizations. (p. 311)
Try This: Why has the focus been on traditional rather than participatory organizations? (p. 312)
E-Note: Virtual organizations. (p. 313)
5. Identify types of communication in organizational networks.
Key terms: Internal organizational communication, communication networks, formal communication, organizational chart, upward communication, horizontal communication, informal communication, emergent organizational networks, grapevine communication. / In the Text:
Page References: pages 314-317
Table 10.1: Managerial functions of internal communication. (p. 314)
Figure 10.1: Formal communication flow. (p. 315)
Team Challenge: Formal communication and hierarchical structures. (p. 316)
On the CD ROM:
Animation: Formal communication flow.
In the Instructor’s Manual:
Activity 10.1: An Organizational Big Mac
Activity 10.3: Reinventing Cybertech.
6. Describe the process of organizational socialization.
Key terms: Anticipatory socialization, organizational assimilation, organizational culture, norms, organizational politics. / In the Text:
Page References: pages 317-318
7. Explain how organizational images are created through public relations and crisis management efforts.
Key terms: Environment, external communication, organizational stakeholder, organizational image, public relations, crisis management. / In the Text:
Page References: pages 318-321
E-Note: Organizational web sites. (p. 319)
Try This: The image of organizations as depicted on web sites. (p. 320)
8. Utilize communication skills necessary for effective customer service.
Key terms: customer service encounter, emotional labor. / In the Text:
Page References: pages 321-322
Table 10.2: Compliance-gaining strategies used by customer service representatives.
9. Recognize and avoid aggressive communication in the workplace, including sexual harassment.
Key terms: verbal aggressiveness, workplace aggression, workplace violence, sexual harassment, quid pro quo sexual harassment, hostile environment sexual harassment, reasonable person rule. / In the Text:
Page References: pages 312-325
In the Instructor’s Manual:
Activity 10.4: Sexual Harassment in the Courts.
Activity 10.5: Preventing Sexual Harassment.
Other Resources:
· Video Link: The Elliots encounter an organization. Observe organizational characteristics in “The Hospital.” (text page 327)
· Issues in Communication: Mission Statements and Organizational Communication. (text page 327)
· Business Document Templates: On the student CD ROM.
· Key Term Flashcards: On the student CD ROM.
· Key Term Crosswords: On the OLC.
· Self Quizzes: On the CD ROM and OLC.
· PowerPoint Files: On the OLC (Teacher Area).
· Internet Activity: On the OLC.
Activities
Activity 10.1 An Organizational Big Mac
OBJECTIVE
Students should be able to: Understand how concepts discussed in the chapter play a role in typical organizations like a fast food restaurant.
PROCEDURE
Have students go to McDonald’s, or another fast food restaurant, and conduct a mini-ethnography of the environment paying particular attention to the interactions between co-workers, superiors and subordinates, and employees and customers. In class, have students in groups of 3 to 4 people identify key characteristics of the relationships observed.
CLASS DISCUSSION
During the debriefing ask students to talk about their characterization of a McDonald’s environment. Have students reflect on whether or not a McDonald’s retail outlet resembles a machine. Ask students to discuss reasons why the firm has been so successful. Are there similarities between McDonald’s and other successful franchising systems. If so, what are they? What customer service strategies (as discussed in the chapter) are used by employees? Which ones are most successful?
APPLICATIONS
In addition to illustrating key concepts from the chapter (e.g., bureaucracy, chain of command, upward and downward communication, customer service interactions), this exercise can lead to class discussion about cultural forces (e.g., consumer movement) that may help explain the success of such organizations and how those forces are present in other aspects of our lives (e.g., the consumer movement in higher education).
Activity 10.2 The Old Lady and the Fly
OBJECTIVE
Students should be able to: Analyze the interdependencies of our organizational and personal lives.
PROCEDURE
As a class read the following poem. In groups of three to four, have students discuss the “moral” of the story. Ask students to relate course concepts (e.g., division of labor, rules and regulations, etc.) to the moral of the story.
There was an old lady who swallowed a fly
There was an old lady who swallowed a fly
I don’t know why she swallowed the fly
Perhaps she’ll die
There was an old lady who swallowed a spider
who wiggled and jiggled
and tickled insider her
There was an old lady who swallow a bird
Now how absurd to swallow a bird
She swallowed the bird to swallow the spider who wiggled and jiggled and
Tickled inside her
She swallowed the spider to swallow the fly
I don’t know why she swallowed the fly
Perhaps she’ll die!
CLASS DISCUSSION
As part of class discussion, encourage students to reflect on the interdependence of system. Ask students to reflect on their own organizational experiences, including classroom experiences that parallel the ironies present in the poem.
APPLICATIONS
This exercise is particularly valuable at illustrating how today’s workplace solutions can shape tomorrow’s problems (e.g., the benefit of working at home may actually encourage more time spent on work than with family).
Activity 10.3 Reinventing Cybertech
OBJECTIVE
Students should be able to: Critically analyze various methods of organizing.
PROCEDURE
Ask students to consider themselves members of Cybertech Inc. Sarah is the newly appointed president of the company. Sarah wants to make all employees more conscious of the importance of Cybertech’s customers. She asks, “How can I change the organization chart to symbolize the importance of the customer?” Each member of Cybertech is given the task of creating a new organizational chart. Have students individually re-create the organizational chart displayed in the chapter to address this concern. Next, have students get into groups of three to four and share ideas. Each group can create a new chart or adapt one of the charts presented. Each group should share their new organizational chart with the class.
CLASS DISCUSSION
Discuss the range of charts presented. How are the various internal and external stakeholders positioned by the various charts? How do the charts highlight and neglect various aspects of organizational relationships? What do the charts suggest about communication among various organizational stakeholders?
APPLICATIONS
This activity emphasizes the importance of organizational structure and highlights both internal and external dimensions of organizational communication.
Activity 10.4 Sexual Harassment in the Courts
OBJECTIVES
Students should be able to: conduct library research to identify a current court case related to sexual harassment in the workplace. Students should be able to think critically about sexual harassment as a communication issue.
PROCEDURE
Before class, assign groups of 3 to 4 students the responsibility of finding an article highlighting a sexual harassment case that has been settled either through litigation or mediation/arbitration. Students must become experts on the nature of the case. During class, each group presents the particularities of their case withholding only the outcome of the case.
CLASS DISCUSSION
Have students serve as jury members who must decide the outcomes of each case. The student “experts” on the case should lead class discussion among jury members. After student juries make decisions, each “expert” group can share the official outcome of each case. Encourage students to talk about the “criteria” they used in making decisions. Encourage the class to reflect on the discursive dimensions of sexual harassment, including enactment, interpretation, and consequences of harassing behavior. How might these cases have been prevented?
APPLICATIONS
This activity requires students to apply course material on quid pro quo and hostile work environment forms of sexual harassment.
Activity 10.5 Preventing Sexual Harassment
OBJECTIVE
Each student should complete the “Preventing Sexual Harassment” online training course sponsored by the New Jersey Chamber of Commerce and New Media Learning.
PROCEDURE
Before class, require each student to complete the complimentary online training entitled “Preventing Sexual Harassment” sponsored by the New Jersey Chamber of Commerce and New Media Learning. This training takes approximately 30 minutes to complete. Upon completion, students can print off a certificate verifying they have completed the training. The online location for the training is www.njchamber.com. Ask students to bring their completion certificates to class. Students should also be prepared to talk about the hypothetical scenarios presented in the training as well as suggestions for how to handle such occurrences in the workplace.
CLASS DISCUSSION
Using the hypothetical scenarios provided by the training program, talk about various language and nonverbal cues often associated with both quid pro quo and hostile work environment sexual harassment. Ask students to come up with individual and organizational strategies for addressing the scenarios.
APPLICATIONS
This activity requires students to apply course material on quid pro quo and hostile work environment forms of sexual harassment.
Additional Resources
Baron, R.A. (1999). Social and personal determinants of workplace aggression: evidence for the impact of perceived injustice and the type a behavior pattern. Aggressive Behavior, 25, 281-296.
Bittner, M.J., Booms, B.H., & Tetreault, M.S. (1990). The service encounter: Diagnosing favorable and unfavorable incidents. Journal of Marketing, 54, 71-84.
Caudron, S. (1998). They hear it through the grapevine. Workforce, 77, 25-27.
Cheney, G. (1995). Democracy in the workplace: Theory and practice from the perspective of communication. Journal of Applied Communication Research, 23, 167-200.
Cheney, G., Mumby, D., Stohl, C., & Harrison, T. (1997). Communication and organizational democracy. Communication Studies, 48, 277-279.
Conrad, C., & Poole, M.S. (1998). Strategic organizational communication: Into the 21st century (4th ed.). Fort Worth, TX: Harcourt Brace.
Coombs, W.T. (2000). Crisis management: advantages of a relational perspective. In J.A. Ledingham & S.D. Bruning (Eds.), Public relations as relationship management (pp. 73-94). Mahwah, New Jersey: Lawrence Erlbaum.
Daft, R.L. (1995). Organization theory and design (5th ed.). Minneapolis, MN: West.
Deal, T., & Kennedy, A. (1982). Corporate cultures. Reading, MA: Addison-Wesley.
Deetz, S. (1995). Transforming communication transforming business. Cresskill, NJ: Hampton Press.
Deetz, S., Tracy, S., & Simpson, J. (2000). Leading organizations through cultural transition: Communication and cultural change. Thousand Oaks, CA: Sage.
Eisenberg, E., & Riley, P. (2001). Organizational culture. In F. Jablin & L. Putnam (Eds.), The new handbook of organizational communication (pp. 291-322). Thousand Oaks, CA: Sage.
Ford, W.Z. (1998). Communicating with customers: Service approaches, ethics, and impact. Cresskill, New Jersey: Hampton Press.
Giddens, A. (1979). Central problems in social theory: Action, structure, and contradiction in social analysis. Berkeley, CA: University of California Press.
Gordon, W.I., Infante, D.A., & Graham, E.E. (1988). Corporate conditions conducive to employee voice: A subordinate perspective. Employee Responsibilities and Rights Journal, 1, 100-111.
Harter, L.M., & Krone, K. (2001). The boundary-spanning role of a cooperative support organization: Managing the paradox of stability and change among non-traditional organizations. Journal of Applied Communication Research, 29, 248-277.
Heath, R. (1994). Management of corporate communication: From interpersonal contacts to external affairs. Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Jablin, F. (2001). Organizational entry, assimilation, and disengagement/exit. In F. Jablin & L. Putnam (Eds.), The new handbook of organizational communication (pp. 732-818). Thousand Oaks, CA: Sage.
Kreps, G. (1993). Sexual harassment: Communication implications. Cresskill, New Jersey: Hampton Press Inc.
Miller, V., & Jablin, F. (1991). Information seeking during organizational entry: Influences, tactics, and a model of the process. Academy of Management Review, 16, 92-120.
Ruch, W.V. (1984). Corporate communications: A comparison of Japanese and American practices. Westport, CT: Quorum Books.
Weick, K. (1995). Sensemaking in organizations. Newbury Park, CA: Sage Publications.
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