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From Brainwashing to Organizational Therapy: A Conceptual and Empirical Journey in Search of 'Systemic' Health and a General Model of Change Dynamics. A Drama in Five Acts
Abstract
In this article Schein reviews his 50 years of work on culture, careers, coercive persuasion, and process consultation in the form of a drama with acts, scenes and commentary from the chorus. An attempt is made to show how the various concepts all inform the model of 'change' that underlies all of this work and how insights about the mechanisms of change already occurred early in the career.
... It began to be understood that flattening the hierarchy enabled honest conversations and allowed for the questioning of leadership, making the knowledge accessible to leaders and facilitating increased organizational efficiency. This transformation of organizational culture gained momentum in the 1980s with the explosion of information technology and continues to develop in this direction as industry becomes increasingly multifaceted (Schein, 2006). ...
... Schein's reach in the field of organizational psychology is broad: he developed and redeveloped his theories for over 60 years, with a respectful and questioning approach to his research: 5 "the most stimulating way to proceed is to stay open and humble, get in touch with my own biases and filters so that I can see and hear what is really out there" (Schein, 2006). ...
... Additionally, Schein's theories hold special significance for the maritime industry as it is today. He notes the changing world has implications for organizational development with regards to multiculturalism, increasing complexity of human systems, information technology and social responsibility (Schein, 1976(Schein, , 1986b(Schein, , 1986a(Schein, , 1993(Schein, , 1996a(Schein, , 2006. Undeniably, these are factors that are key to modern maritime stakeholders. ...
This thesis aims to find strategies for, and barriers to, cultural alignment between ship and shore. The results of this research show that: (1) to align culture between ship and shore, an organization must adopt a culture based on people-first values, holistic communication, low power-distance, and two-way trust; and (2) the main barrier to ship-shore alignment is a culture that contains elements of hierarchy, patriarchy, autocracy, and disjointed communication.
The cultural elements that were shown to support alignment were also shown to negate the barriers. These barriers were found in a literature review to be common descriptors of ‘how it is to work at sea’. Together these points exhibit the crux of the issue: that seafaring culture itself prevents alignment between ship and shore. In other words, cultural alignment cannot be achieved if seafaring culture is allowed to remain in its current state. The results therefore highlight its tremendously problematic nature.
The need for a different style of leadership is growing in the maritime industry as the cultural gap persists between ship and shore. A transformational type of leadership based on trust, holistic communication and people-first values will serve to both negate the problematic aspects of seafaring culture and align culture between ship and shore. This will make it possible for seafarers to work in a culture that benefits both them and maritime organizations, taking into account the modern world, its challenges of complexity and ever-increasing requirements for intellectual diversity.
... DeLong (1982) believes that people prefer a career path in which they experience a variety of jobs and prefer jobs that have a variety of tasks. Schein (2006), Baruch (2006), Chapman (2009), Bristow (2013), Fledman and Bolino (1996), and Roger (2006) also focus on the development of competences. Four indicators were confirmed for the Managerial Competence (analytical thinking, problem-solving skill, being role model for the inferiors, and effective leadership), which are consistent with the models by Schein (2006), Baruch (2006), Bristow (2013), andFledman and Bolino (1996). ...
... Schein (2006), Baruch (2006), Chapman (2009), Bristow (2013), Fledman and Bolino (1996), and Roger (2006) also focus on the development of competences. Four indicators were confirmed for the Managerial Competence (analytical thinking, problem-solving skill, being role model for the inferiors, and effective leadership), which are consistent with the models by Schein (2006), Baruch (2006), Bristow (2013), andFledman and Bolino (1996). ...
... Publisher : VERLAG NEUE WIRTSCHAFTS-BRIEFE, ESCHSTR Three indicators were conformed for the Independence (independence and freedom of action, job authority and power). The results are similar to those of Schein (2006), Baruch (2006), Bristow (2013), and Fledman and Bolino (1996), and Roger (2006). Finally, for Pure Challenge, two factors were confirmed (smart risk-taking and logical acceptance of change), which is in line with the results of Schein (2006), Chapman (2009), and Bristow (2013). ...
... It involves a breach in the continuity of experience, understanding and acting, a mismatch between actual and expected outcomes, which invests the situation with doubt and uncertainty and makes it momentarily indeterminate. This element of interruption returns in concepts like organizational error (Argyris and Schön, 1978Schön, , 1996Visser, 2007), surprise (Schön, 1983(Schön, , 1987, unanticipated consequences (Weick, 1995(Weick, , 2004, inconsistency (Weick, 2006), disconfirmation (Schein, 1999(Schein, , 2006 and discrepancy (March and Olsen, 1975). ...
... It involves the various ways in which persons in social contexts think, act and interact to restore an indeterminate situation into a determinate one that permits further action. This element of recovery returns in concepts like organizational inquiry (Argyris and Schön, 1996;Schön, 1983Schön, , 1987, reflection-in-action and reflection-on-action (Schön, 1983(Schön, , 1987Yanow and Tsoukas, 2009), sensemaking (Weick, 1995(Weick, , 2004(Weick, , 2006, and cognitive redefinition (Schein, 1999(Schein, , 2006. ...
... Through various "golden chains" (e.g. salaries, bonuses, retirement pension schemes and gain sharing plans), organizations are in a position to subtly but unmistakably coerce their employees into this process of openly discussing their norms and values (Coutu, 2002;Schein, 1999Schein, , 2006. Thus, processes of reflection and inquiry may come to represent a psychologically painful forced choice situation, because employees ultimately may be forced to choose between changing their own deepest norms and values and endangering working relations with their colleagues, or even losing their jobs (Visser, 2010)[2]. ...
Purpose
Organizational learning and unlearning are often viewed as different and distinct concepts in the literature. The purpose of this paper is to analyze the unlearning concept and reassess its position vis-à-vis learning, in particular second-order and double-loop learning.
Design/methodology/approach
The paper entails a conceptual analysis.
Findings
It is found that there are two conceptual problems with unlearning, and that it is best embedded in the dynamics of the learning process, where it appears to fit well in the “interruption” phase.
Research limitations/implications
The research scope of the paper is limited to a theoretical analysis of organizational learning and unlearning. Implications for theory reside in the importance of unlearning and its relation to learning in current organizations.
Practical implications
The paper has practical implications for organizations wishing to become more adept at learning and unlearning.
Originality/value
The paper is among the first organizational papers to analyze unlearning in direct relation to different phases in the learning dynamics.
... Such an approach follows in the footsteps of Edgar Schein in the fascinating, first-hand account of his career that melds autoethnography with organization and leadership development in an aesthetically novel presentation reminiscent of Greek drama. With the assertion that most experiential knowledge is tacit and can only be expressed in an artistic way, Schein (2005) gives credence to knowledge derived through reflexivity in the reciprocal process of individuals creating organizations and organizations influencing individuals during which organization culture is formed. Thus, the study of organizations and their members, Schein (2005) asserts, can be performed in multiple ways with the understanding that "science comes in several forms" and no method is "superior to all of the others" (p. ...
... With the assertion that most experiential knowledge is tacit and can only be expressed in an artistic way, Schein (2005) gives credence to knowledge derived through reflexivity in the reciprocal process of individuals creating organizations and organizations influencing individuals during which organization culture is formed. Thus, the study of organizations and their members, Schein (2005) asserts, can be performed in multiple ways with the understanding that "science comes in several forms" and no method is "superior to all of the others" (p. 290). ...
... Authenticity involves the ability to be reflective (i.e., being mindful and intentionally engaging in self-monitoring and self-regulation). Mutual trust and respect are built on sensitivity, transparency, unobtrusiveness, friendliness, and patience (Wong, 2009), as well as a positive regard for others' expertise (Schein, 2006), cooperation, and compromise (Hoagwood & Horwitz, 2010). An advisory board with key stakeholders can ensure that all relevant voices are heard (Hoagwood & Horwitz, 2010), further strengthening the relationship between the researcher and clinical team. ...
... Researchers must work in harmony with the site's developmental, relational, and therapeutic approaches. Co-creation in research requires listening (Schein, 2006), observing, and learning rather than imposing views on others (Cheetham et al., 2018). Embedded researchers must question their assumptions and biases (Quick & Gavin, 2000), as well as their roles to recognize what they know and don't know (Coghlan, 2008). ...
Over the past decade child, youth, and family mental health agencies have begun to undertake research to understand best practice care. The current paper outlines a developmental-relational model of research co-creation to guide agencies and academic researchers in building effective collaborative research relationships. This process needs to be both developmental and relational because it focuses on collaborations for child, youth, and family mental health. We describe the three major phases of our model, including building the developmental-relational foundation, conducting developmental-relational research, and mobilizing knowledge for change.
... Finally, environmental uncertainty is related to the use of aesthetic practice. For example, Schein (2006) argues that when uncertainties and surprises exist in the environment, people need to trust their own artistic impulses and communication when deciding on the kind of intervention to use and the ''correct'' course of action to take. Therefore, we can hypothesize that: H1: Environmental uncertainty is positively related to the use of organizational wisdom practices in organizations ...
... In these situations, there is no time to perform detailed analyses of the conditions for all the people. Here, through the use of a prudent view of wisdom, people will consider the linear and causal relationship of means and ends to leverage firm product innovativeness (Schein 2006). ...
The manner in which organizational wisdom-related variables or practices (e.g., reasoning, intuition, virtue, prudence, and aesthetics) are related to firm product innovativeness, and financial performance is rarely addressed empirically in the management literature. By studying 202 Turkish firms and employing both structural equation modeling analysis and fuzzy set qualitative comparative analysis, this study demonstrates that (a) aesthetic practice is a core antecedent of firm product innovativeness, (b) intuitive practice has an inverted U-shaped relationship with firm product innovativeness, and (c) different combinations of organizational wisdom practices are indeed related to firm product innovativeness. This study also shows the mediating role of product innovativeness partially based on the relationship between wisdom practices and firm financial performance. In addition, this study demonstrates that environmental uncertainty is positively associated with virtuous and prudent practices.
... El documento está organizado en cinco secciones: inicia con los antecedentes que enmarcan el problema y el objeto de estudio, para luego dar paso a los referentes teóricos. El análisis de la identidad profesional recupera los aportes de la Teoría del Discurso Político (Hall, 2003;Lacau, 2011) y la Teoría de la Organización (Schein, 2006). La institucion educativa y su cultura son analizadas desde la perspectiva del Nuevo Institucionalismo (Zuker 1999); luego se incluye una breve descripción de ésta, seguida de los resultados y, posteriormente, aparecen las conclusiones. ...
... Es en las ies donde empieza la construcción de la identidad profesional a través de un proceso de socialización dinámico y complejo que incluye normas y supuestos tácitos compartidos; éstos definen la realidad, la identidad del individuo y la pertenencia al grupo profesional (Schein, 2006). La socialización también está mediada por la cultura de cada una de las ies, la cual incluye una serie de creencias y costumbres que se han institucionalizado a través de un proceso gradual: 1)Transmisión, de una generación a otra, con un grado de uniformidad generacional; 2) Conservación, ya que una vez que la transmisión ha tenido lugar, debe conservarse la cultura; 3) Resis-tencia al cambio, lo que permite que se mantenga la persistencia cultural, relacionada directamente con el grado de institucionalización (Zucker, 1999). ...
This paper analyzes the professional identity of students who earned their bachelor's degrees in Educational Intervention, a program that applies a competency-based approach and multi-purpose training at the Universidad Nacional Pedagógica. It used a qualitative approach to interview 12 students from three different university cohorts. The results show that students appropriated the formal discourse regarding the competency-based approach and its role in opening up multiple career possibilities. However, they struggled to construct their own professional identities, as well as to identify specific areas in which they could be hired.
... For instance, it has been argued that transient consultants have replaced entrenched bureaucrats in the legitimation of management decisions (Sennett 2006). Whilst expert status appears as a raison d'être of consultancy work, the knowledge base and expert status of consultancy has been questioned (Schein 2006, Alvesson and Johansson 2002. It has been pointed out that consultancy acts within situations without 'institutional shelter', which also makes consultancy expertise blurry (Sennett 1998, Muzio et al. 2016. ...
In this paper, we explore how expertise is configured and enacted in consultancy work in public sector organizations. By drawing on recent writings on a sociology of expertise, we analyse expertise as a distributed performative actor-network effect. Through an empirical example from a process consultancy assignment in a hospital, we discern four modes of practice by which a network of expertise comes to work. Firstly, we explore a mode of extending a network of expertise to include more allies. Secondly, we observe a mode of activation where certain parts of the network are made active and present. Thirdly, we explore a mode of brokering between top management ambitions and the everyday medical practice. Fourthly, we see a mode of altering the content of the consultancy process to make it work with the client. Through this analysis, we move beyond viewing expertise as either an attribute to, or a substantial skill of the consultant and advance a heterogeneous social understanding of expertise in consultancy work.
... It is explicit in the appreciative reflections written by his former colleagues and doctoral students at MIT Sloan (Fatzer et al., 2019). Illustrations of his practice of interiority are found in the many interviews conducted with him (e.g., Lambrechts et al., 2011;Quick & Gavin, 2000) and in his thematized account of his own work through the construct of a Greek drama (Schein, 2006). ...
In this reflection I explore how Ed Schein's philosophy of being a scholar-practitioner is expressed through interiority. By interiority is meant a quality of attentiveness to one's cognitive processes (data of consciousness) while attending to data of sense (what one is seeing and hearing). Throughout his writings Schein explicitly accesses his experience, his questions, his understanding, and his coming to know and judging how to act. This reflection is offered both to celebrate Ed's scholarship of practice and to stimulate reflection on how scholar-practitioners may engage in their craft.
... As leaders infuence subordinates' experiences in the workplace [15], it should only make sense to examine the favorably resourced context as an antecedent to perceptions of stressors and well-being. We, therefore, propose, per our JR-D model, that employees' experiences in a healthpromoting (transformational) leadership context prevent stressors that lead to adverse outcomes, whereas reports of a laissez-faire leader will intensify them. ...
Aim(s). This two-wave study examines how transformational and laissez-faire leadership affect role overload and conflict and subsequent outcomes, including anxiety and intention to leave the organization. Background. In today’s healthcare sector, promoting health among employees is more relevant than ever. Health-promoting leadership styles, such as transformational leadership, can positively affect staff well-being, but research on laissez-faire leadership is particularly sparse, though it is believed to be detrimental. Past research suggests that leadership conditions work experiences and can exacerbate or mitigate role stressors that result in individual outcomes. Method(s). Questionnaires were administered to nurses in the USA (n = 208) and Spain (n = 220), with a five- and eight-week separation, respectively. Results. Transformational leadership has a negative and laissez-faire leadership has a positive relationship with adverse outcomes. Furthermore, role overload and conflict mediate the relationship between leadership styles and outcomes. Conclusion(s). The study provides incremental evidence of the negative implications of laissez-faire leadership compared with the positive implications of transformational leadership on outcomes via role stressors as motivational mechanisms. Implications for Nursing Management. Learning about the medium-term implications of leadership styles on stressors and health-related outcomes would enrich opportunities for leadership training in organizations.
... White (1996) referred to a heuristic use of aesthetic experience by enquiring into beauty to gain insight into the craft skills of organisational actors, rather than trying to analytically explain beauty. In everyday life, when an action catches our attention, we may say that someone has done something 'beautiful' (Schein 2005). ...
This paper examines how emotion rules are socially constructed and how and why they are enacted and challenged through specific modes of embodiment in face-to-face interactions. The paper broadens the understanding of emotion rules by connecting them to aesthetics to explore face-to-face interactions. This paper is based on ethnographic data gathered from a two-year study of a micro-sized service company. It explores the structure, function, and meaning of three emotion rules: (1) the emotionality rule, (2) the enthusiasm rule, and (3) the nice way rule as enacted by the company's chief executive officer (CEO) and employees. This paper enhances the understanding of the role of emotion rules in establishing an innovative and democratic organisation. It offers insight into how emotion rules were enacted, challenged, and broken in an unexpected situation when the CEO announces her non-consultative decision that affected the company's employees. ARTICLE HISTORY
... En este tema se destacan la falta de uniformidad y consistencia cultural en las organizaciones (Nicholson, 2005), la presencia de subculturas, las diferencias y ambigüedades (Morgan y Ogbonna, 2008), así como la necesidad de distinguir entre la visión gerencial y la de los empleados (Callan, 2007). Como ejemplo, el trabajo de Schein (2006) resalta la necesidad de realizar análisis profundos para entender si son los líderes quienes crean cultura o si la cultura y los grupos sociales generan líderes. De igual manera, Rodrigues (2006) indica que los cambios culturales no son originados por un solo agente, sino por la movilización de los diferentes grupos sociales. ...
En este trabajo se realiza una caracterización delos principales paradigmas de estudio de la cultura en las organizaciones a partir de la diferenciación del enfoque,el nivel de análisis abordado y de la orientación temática. Para fundamentar, ejemplificar y caracterizar estos paradigmas,se realizó una revisión y un análisis de literatura de tipo scoping mediante la revisión de 103 artículos publicados en diez de las principales revistas relacionadas con el estudio de las organizaciones a nivel mundial. Como resultado dela investigación, se pudieron diferenciar cuatro paradigmas principales de estudio: cultura corporativa, cultura organizacional, cultura nacional y cultura interregional.También se identificaron siete orientaciones temáticas: gestión cultural, gestión de la imagen, diversidad cultural,dinámica cultural, análisis institucional, construcción de sentido y adaptación cultural
... For instance, it has been argued that transient consultants have replaced entrenched bureaucrats in the legitimation of management decisions (Sennett 2006). Whilst expert status appears as a raison d'être of consultancy work, the knowledge base and expert status of consultancy has been questioned (Schein 2006, Alvesson and Johansson 2002. It has been pointed out that consultancy acts within situations without 'institutional shelter', which also makes consultancy expertise blurry (Sennett 1998, Muzio et al. 2016. ...
In this paper, we explore how expertise is configured and enacted
in consultancy work in public sector organizations. By drawing
on recent writings on a sociology of expertise, we analyze expertise
as a distributed performative actor-network effect. Through an
empirical example from a process consultancy assignment in a hospital,
we discern four modes of practice by which a network of expertise
comes to work. Firstly, we explore a mode of extending a
network of expertise to include more allies. Secondly, we observe a
mode of activation where certain parts of the network are made active
and present. Thirdly, we explore a mode of brokering between
top management ambitions and everyday medical practice. Fourthly, we see a mode of altering the content of the consultancy
process to make it work with the client. Through this analysis, we
move beyond viewing expertise as either an attribute to or a substantial
skill of the consultant and advance a heterogeneous social
understanding of expertise in consultancy work.
... Transforming the intra and inter-organizational functioning requires simultaneous processes of research and application (Kemmis & McTaggart, 2000;Somekh, 1995); the latter requiring the endorsement of top management, warranting a pragmatic approach to alter existing practices (Cappelletti & Baker, 2009;Kaplan, 1998). In the same vein, unfreezing judgments and taming defensive reflexes of organizational constituencies (Beaulieu & Kalika, 2015) needs a practical and contextual knowledge (Denscombe, 2007), appended to a democratic empowerment paradigm (Drucker, 1988;Khan, Bawani, & Aziz, 2013;Peters, T. J., Waterman, & Jones, 1982;Pfeffer, 1994;Wilkinson, 1998), effective communication, a concerted transformational view (Savall, Henri & Zardet, 2008), and a change in culture (Schein, 2006). The relational view of the organization, the ubiquity of organizational dysfunctions, and the inclusive and empowering streak to transform organizations, positions the research on the socio-economic approach to management theory (Buono & Savall, 2015;. ...
Purpose-The non-governmental sector is fast growing in the developing context of the Middle East. Despite this growth, NGOs are faced with challenges of sustainability and credibility towards stakeholders, forcing them to work together. Despite decades of civil society experience, many cooperation attempts among Lebanese organizations fell short of their goals. This paper studies the dysfunctions in NGO cooperation, and brings field induced recommendations to tackle this problem. The research findings group cooperation dysfunctions under three major groups: strategic considerations in a fragmented landscape, adaptation of procedures, and developing a common language. Pragmatic recommendations were developed with actors from the field. Design/methodology/approach-Essentially inductive, a specific action research called intervention research was adopted to accompany fifteen active NGOs in framing cooperation dysfunctions and developing applicable solutions. Findings-The research identified major inter-organizational dysfunctions grouped under strategy, procedures, and language axes, and accompanied the organizations in conceiving a series of propositions to advance cooperation among them. Originality/value
... The systemic framework is used to characterize a field of analysis that has emerged and expanded over the past 70 years in the natural sciences (von Bertalanffy, 1968), as well as in the human sciences of macrosociology (Parsons, 1951), organization theory (Crozier & Thoenig, 1976;Parsons, 1956), communication theory and therapy (Bateson, 1972;Watzlawick, Beavin Bavelas, & Jackson, 1967), and management (Bonami, De Henin, & Boqué, 1993;Kast & Rosenzweig, 1972;Probst & Ulrich, 1989;Reihlen, Klaas-Wissing, & Ringberg, 2007;Schein, 2006). Inspired by research in biology and organisms, the rationale of systems thinkers in management has been to portray organizations as living units composed of interconnected elements, as opposed to single-lens "atomistic" (Bonami et al., 1993, p. 17) approaches that distinguish between and isolate objects (Probst & Ulrich, 1989). ...
Given the complexity of organizations, individuals nowadays are handling an increasing number of commitments. When these commitments come into conflict, they can turn into ethical dilemmas. However, little is known about how individuals make ethical decisions in the face of such conflicting commitments. We investigated this issue within the context of executive coaching, since coaches often interact with multiple stakeholders as part of their assignments. We conducted 37 semi-structured interviews using the critical incident technique, that is, by asking executive coaches to share a situation that was ethically challenging for them. Based on our study, we derive the metaphor of funambulism to depict how individuals make decisions in the case of conflicting commitments. By building on the systemic framework, we show that executive coaches manage an equilibrium ‘along the way’ through an emergent system of practices, which involves making adjustments that can maintain or restore their system’s equilibrium (i.e., compatibility between commitments). This contribution alludes to the dynamic and constructed nature of ethics.
... Persuasion research speaks in this regard of depatterning, change management respectively of unfreezing or moving thought from established patterns and structures of thought (cf. Lewin, 1947;Schein, 2006). 16 However, is it possible to unequivocally identify such processes in standard economic textbooks? ...
5 Silja Graupe, Theresa Steffestun "The market deals out profits and losses"-How Standard Economic Textbooks Promote Uncritical Thinking in Metaphors-Standard economic textbooks exhibit a massive and implicit use of metaphors.-This tacit use of metaphors may deceive the student reader and encourage uncritical thinking.-Critical reflection in economic education can encourage and enable a responsible use of metaphors. Purpose: Cognitive Linguistics has repeatedly pointed out the major significance of metaphors. In particular, metaphors are highly effective in the context of political and economic discourse. We analyze the as yet ignored use of metaphors in standard economic textbooks as exemplified by Paul A. Samuelson and N. Gregory Mankiw. The following will focus on the metaphorical semantic context surrounding the abstract concept of "the market". Design: Using textual analysis and drawing from Conceptual Metaphor Theory the authors examine how the concept of "the market" is introduced as an abstract and primarily empty concept, (re-)interpreted with the help of entity metaphors, personifications and orientational metaphors, and linked to ideological and political value judgments. In addition the analysis illustrates how the use of metaphors in textbooks is not made transparent, nor is a critical reflection of the metaphorical rhetoric encouraged. Findings: In conclusion, based on their own teaching experience, the authors, addressing both teachers and students, outline possibilities of promoting the critical and conscious use of metaphors, not only in textbooks but also in public discourse.
... One example is a series entitled "Vita Contemplativa," run by Organization Studies (e.g. Argyris, 2003;Bartunek, 2006;Clegg, 2005;Donaldson, 2005;Mangham, 2005;Schein, 2006;Scott, 2006;Starbuck, 2004;Weick, 2004;Whitley, 2006), inviting scholars to reflect on their (intellectual) life and offer hagiographical insights: ...
In this introduction, the authors outline some critical reflections on the sociology of knowledge within management and organization theory. Based on a review of various works that form a sociology of organizational knowledge, the authors identify three approaches that have become particularly prominent ways by which scholars explore how knowledge about organizations and management is produced: First, reflective and opinion essays that organization studies scholars offer on the basis of what can be learned from personal experience; second, descriptive craft-guides that are based on more-or-less comprehensive surveys on doing research; third, papers based on systematic research that are built upon rigorous collection and analysis of data about the production of knowledge. Whereas in the studies of organizing the authors prioritize the third approach, that is knowledge produced based on systematic empirical research, in examining our own work the authors tend to privilege the other two types, reflective articles and surveys. In what follows the authors highlight this gap, offer some explanations thereof, and call for a better appreciation of all three ways to offer rich understandings of organizations, work and management as well as a fruitful sociology of knowledge in our field.
... Schein's central focus has always been to help client systems improve themselves by taking a clinical inquiry stance. By focusing on the needs of the client (instead of the needs of the researcher) and by participating in the client's issues and inquiry process as a helper or partner (Schein, 1995), he has been able to develop actionable knowledge that is having a high impact on both practice and academia (Coutu, 2002;Schein, 2006;Quick & Gavin, 2000). In his recent book Helping (Schein, 2009a), Schein introduces the notion of "humble inquiry" as the key process activity in building and maintaining the helping relationship. ...
... With Appreciative Inquiry, the emphasis is on large system change through an appreciative focus on what already works in a system than what is deficient (Reed, 2006). Meanwhile, Clinical Inquiry is based on the notion that deeper and more valid information can grow from AR if researchers base their inquiry on clients' needs; and if they focus on being helpful (Schein, 1995(Schein, , 2006. Cooperative Inquiry involves a modality of AR where all participants work together in an inquiry group as coresearchers and co-subjects (Reason and Heron, 1986;Heron and Reason, 2008); and Reflective Practice, is a form of first-person inquiry which refers to how individuals engage in critical reflection on their own action (Schon, 1984). ...
The field of entrepreneurship is yet to exhaust the gamut of qualitative design choices for use in researching the entrepreneurial process. For this reason, this paper proposes that insider action research (IAR), with its iterative, immersive and emergent form of inquiry, presents a pragmatic design choice for understanding the nature of uncertainty surrounding the digital entrepreneurial process. Since entrepreneurship in the digital context is a highly dynamic and fluid process, IAR appears well-suited for use in researching the phenomenon. Yet, the paucity of its application in entrepreneurship research, and less so in the emerging digital space, is rather puzzling. Thus, using a real time case study of a new venture creation process in the e-learning sector, this paper contributes by elucidating how this mode of inquiry might be set up and applied in digital entrepreneurship experimentation. Even though the longitudinal study at hand is still unfolding, the completion of two IAR cycles serves to demonstrate how a symbiotic interweaving of new venture creation and new knowledge production can provide the basis for extracting valuable insights about the digital entrepreneurial process.
... CMS scholars, however, develop the concepts of critical and progressive performativity from the perspective of the relation between researchers and practitioners. When thinking about how to engage with and intervene in managerial practice, in order to avoid further conflations it would probably be more fruitful to draw on (mainstream!) intervention practices like process consulting and clinical inquiry (Schein, 2006) or Model II interventions (Argyris, 1990), in which the emphasis on questioning and unsettling taken-for-granted managerial assumptions (while at the same time providing psychological safety) would combine well with at least some of the elements involved in the 'loving struggle' with managerial discourses and practices (Spicer et al., 2009: 548). ...
... Posteriorly, were identified more than three anchors and, at the article Career Anchors Revised: implication for career development in the 21st century, were analyzed the anchors of career's changes and contents and its implications to the career development on the contemporary world (1)(2) . ...
Objetivo: identificar as �ncoras de carreira de enfermeiros. M�todos: estudo de caso, explorat�rio e descritivo, realizado em um hospital privado de S�o Paulo. Para coleta de dados, realizada no per�odo mar�o a abril de 2009, foi aplicado o Invent�rio das Orienta��es das �ncoras de Carreira nos 230 enfermeiros da Institui��o. Os dados foram analisados atrav�s de estat�stica descritiva. Esta pesquisa foi aprovada pelo Comit� de �tica em Pesquisa da Institui��o Campo de Estudo � Protocolo n� 01/09. Resultados: a maioria dos enfermeiros estava na faixa et�ria de 31 a 35 anos, entre 1 e 5 anos de formados, com curso de p�s-gradua��o e atuando no Hospital entre 1 e 5 anos como enfermeiros assistenciais. A �ncora de carreira de maior representatividade foi Estilo de Vida. Conclus�o: os enfermeiros puderam reconhecer sua �ncora de carreira, o que permite analisar e tomar decis�es acerca da sua carreira profissional � luz das caracter�sticas pessoais.
... La cultura se va amoldando dinámicamente a través de la interacción del resto de los miembros [4]. Con el crecimiento de las organizaciones se van generando subsistemas, con culturas propias (subculturas) que pueden entrar en conflicto entre sí [7] [8]. ...
Resumen — Este documento presenta una propuesta teórica-metodológica para el estudio integral de la cultura organizacional. El campo de la cultura en las organizaciones se caracteriza por el gran eclecticismo y diversidad de puntos de vista, y una problemática muy común es el reduccionismo con el que se llevan a cabo las investigaciones, que conducen a consideraciones superficiales de un fenómeno muy complejo. En este trabajo se desarrolla un esquema de tres dimensiones: cultura de la organización, cultura en la organización y cultura organizacional, las cuales requieren de diversos métodos y técnicas para ser abordadas y que en conjunto generan una comprensión profunda de la cultura organizacional. Palabras clave-cultura organizacional, niveles de cultura organizacional, metodología. Abstract — This paper presents a theoretical-methodological proposal for the comprehensive study of the organizational culture. The field of culture in organizations is characterized by the great eclecticism and variety of points of view, and a very common problem is the reductionism with which investigations are carried out, leading to superficial considerations of a very complex phenomenon. In this work there has been developed a three-dimensional scheme: culture of the organization, culture in the organization and organizational culture, which require different methods and techniques to be addressed and which together generate a deep understanding of the organizational culture. Keywords-organizational culture, levels of organizational culture, methodology. I. INTRODUCCIÓN La cultura organizacional, es de vital importancia para los miembros de una organización porque a partir de ella elaboran una imagen coherente de la realidad que les permite comprender el universo organizacional, y esto hace inevitable que se construya un alto grado de significados compartidos entre aquellos que permanecen en el mismo medio social por largo plazo [1]. La cultura organizacional es uno de los principales intereses en la investigación académica y la educación, en la teoría de la organización, y en las prácticas de gestión. Y hay buenas razones para ello: la dimensión cultural es central en todos los aspectos de la vida organizacional. Es decir, la forma de sentir, pensar, valorar y actuar de los miembros son guiados por ideas, significados y creencias de carácter cultural-socialmente compartidas-[2]. No obstante, existen algunos problemas que hacen que el estudio de la cultura en las organizaciones no siempre se realice de la manera correcta. Por ello, el objetivo de este documento es presentar una propuesta teórico-metodológica de la cultura organizacional que posibilite una aproximación más acercada y completa del complejo fenómeno de la cultura organizacional. Este documento se divide en 5 apartados, además de esta introducción. En el primero, se establecen los problemas más recurrentes del estudio de la cultura organizacional. En el segundo, se explican las principales perspectivas de estudio. En el tercero, se presenta la propuesta de las tres dimensiones de la cultura organizacional. En el cuarto, se desarrolla la propuesta teórico-metodológica para el estudio de la cultura organizacional. Y por último, se exponen unas breves conclusiones. II. PROBLEMAS TEÓRICOS-METODOLÓGICOS ASOCIADOS AL ESTUDIO DE LA CULTURA ORGANIZACIONAL Más allá de la importancia de la cultura en las organizaciones, existe un dilema de concepción. El problema no radica en la pregunta por la cultura sino por el lugar desde el que esta pregunta se lleva a cabo [3]. Una organización siempre pretende que sus miembros actúen conforme a la naturaleza cultural de la misma, que es establecida por los líderes [4], y estos son siempre de alguna manera la gestión de la cultura, subrayando lo que es importante y lo que no lo es tanto, y enmarcando cómo debe entenderse el mundo corporativo [2]. Sin embargo, hay que tener en cuenta que el poder simbólico y el significado que los directivos representan está ligado a la interpretación hecha por los demás miembros de la cultura, por lo tanto, se hace menester adaptarse a los universos de interpretación simbólica que componen la cultura organizacional [5]. La cultura no es una entidad, algo a lo que puedan atribuirse de manera causal acontecimientos sociales, modos de conducta, instituciones o procesos sociales [6]. Esto
From the early 1960s to the early 1990s, a range of concerns about “brainwashing” in youth reeducation programs obfuscated professional and political discourse, influencing key outcomes that shaped the development of the troubled-teen industry in the United States. The most significant historical developments related to this controversy involved three different youth programs. In response to accusations of “brainwashing,” program executives created elaborate counterarguments and public-relations campaigns. Instead of working to address inherent risks associated with therapeutic reeducation, the brainwashing label obscured the potential for harm and enabled an unethical teen program industry.
Assisting students to interpret the meaning and practice of sustainability is a significant challenge in current business education. In recent years, interpreting the purposes of sustainable businesses has become a vital aspect; when purpose is added to the mix, businesses can look at the full spectrum of their sustainability activities and operations, in a cycle from People, through Purpose, and Planetary to Profitability dimensions, or quadruple bottom-line accounting (QBLA). Consequently, business education for sustainability can be redesigned to reflect this fourfold approach and cyclical model. The chapter considers the development of the Business Sustainability Cycle (BSC), which assists students in understanding how enterprises can develop their overall sustainability. It considers the significance of adopting a ‘full-spectrum’ or ‘integral’ sustainability approach, in both undergraduate and postgraduate teaching and research, and considers some cases as applied by undergraduate and postgraduate students.
Organizational cultures encompass the norms, values, and beliefs that guide the thinking and actions of organizational members. In this chapter, we highlight the moral power and ambiguity of such cultures. We review early research on organizational culture, and showcase its historical roots in moral questions around ideological control. We then trace how an emphasis on strong culture and firm performance slowly eroded these moral underpinnings. We also highlight specific studies that have surfaced the oft-forgotten moral consequences of these strong cultures. Next, we illustrate our argument with two research streams (i.e., research on person–organization “fit” and research on culture of higher education) that reveal a darker, more insidious, side of strong organizational culture. The darker moral side occurs when the moral repercussions of organizational culture are masked by good intentions from management, internalized by employees as beneficial, and lead to harmful consequences for workers, firms, and/or society. Finally, we discuss how increased public awareness of the moral dimensions of work necessitates a deeper understanding of the moral implications of organizational culture.
The paper presents a clinical and radically reflexive approach to action research, capable of nurturing caring relationships and renewed organizational wealth. These outcomes are achieved by creating space for research-oriented, in-the-moment, constitutive, and collective reflexivity. The paper discusses a framework for understanding a clinical and radically reflexive approach to action research. Second, the radically reflexive perspective is illustrated via a case study. Finally, the specific conditions and limits of such an approach are discussed. The radically reflexive perspective we present hopes to return researchers and participants to the center as authors of renewed organizational landscapes, thanks to their collective agency and their capacity to resist the taken-for-granted cultural and social structures whose “sickness” often has a toxic and unconscious impact on people lives. The paper, therefore, contributes to an understanding of radical reflexivity in action research and its implications for productive dialogue between other clinical, dialogical, and reflexive action-research approaches.
In this essay, we present Michael Polanyi’s theory of knowledge and outline its implications for theory development in organizational research. While Polanyi is best known in the field for his concept of tacit knowledge, we discuss here several other cognate concepts Polanyi has also introduced, notably: conviviality, indwelling, tradition and lore, coherence, and post-critical reason, and show how they help us better understand organizational theorizing. Specifically, we argue the following. First, when engaged in theory creation, organizational scholars integrate largely unspecifiable particulars, in search of deepening coherence, by dwelling in a fiduciary framework of previous theory, others’ narrativized experiences, and their own personal experiences. Secondly, driven by intellectual passions and commitments, organizational scholars bring about conceptual novelty by seeking to redirect intellectual attention to hitherto tacitly accepted subsidiary particulars, which they seek to re-integrate in novel ways. And thirdly, since all knowledge, no matter how abstract, necessarily involves skilful action, organizational scholars dwell in scientific practice and, therefore, interiorize – that is, they become subsidiarily aware of - the practice’s collective purpose, which they freely and responsibly enact through the exercise of public liberty.
Management research has long been criticized for its perceived lack of relevance or impact beyond academia. How can we, as management scholars, create research that is more relevant and impactful? I argue that Edgar Schein's process consultation approach can be part of the answer. Process consultation's ultimate aim is to help client organizations. Key aspects of what is now recognized as engaged scholarship were fundamental to process consultation even before engaged scholarship was part of the management vocabulary. Based on my engagement process with the National Aeronautics and Space Administration since 2013, I argue that trust can fruitfully be seen as an outcome and an enabler of productive long-term helping relationships and of engaged scholarship; that what I call pragmatic bricolage is important in terms of offering help based on the client's needs as they develop at different junctures; and that unexpected dilemmas in such relationships are inevitable, but ways forward can be found by applying key principles of social systems. I conclude by outlining guidelines for impactful research and for disseminating research to wider audiences.
Memes are proposed as cultural equivalents to genes, and meme-based research (memetics) has been undertaken to examine cultural aspects of management and organization studies (MOS). However, variable operationalization of the meme concept for a fragmented range of research topics has hampered the development of a coherent memetic MOS discipline. In particular, there is a largely unrecognized dilemma regarding the ontological status of the meme because it is unclear if the concept represents a real cultural gene-like entity or a gene metaphor. This paper provides a fresh view of the applications of the meme in MOS and the degree to which fundamental meme theory supports the memetic endeavour for the field. The paper aims to improve the accessibility of memetics to MOS scholars, whose interests involve cultural phenomena, by summarizing the heterogeneity in the extant research and providing the basis for the next stage of the memetic MOS research programme. A conceptualization is provided to show how applications of the meme can be made, either as a real gene-like entity or a gene metaphor. Ideas are provided for how research can be conducted that will contribute to MOS and support evaluation of the ontological status of the meme.
Emerging from Lewin’s original work, OD grew in the 1950s towards an identifiable field of practice that included action research, T-groups, systems thinking and process consultation. In the 1960s it was officially given its name (Shull et al. 2014a), and it became known as a practical intervention approach that improved the functioning of overly bounded, hierarchical organisations by regarding them as living, open systems (Marshak and Bush 2013). Throughout the 1960s OD also became more and more grounded in theory (Lewin 1948) and applied research (Marrow et al. 1967), with roots from a variety of practice areas including psychotherapy (Bion 1959), participative management (McGregor 1960), survey methodology (Likert 1967) and social psychology (Katz and Kahn 1978a). Since then, ideas, experience and intervention methods have enriched each other and expanded the field’s range of theories and approaches (Bushe and Marshak 2013a). From the 1970s on, OD was known as a field of research and application (Beckhard 1969). Later, during the 1980s, OD integrated insights from management and business studies and became a more interdisciplinary field just like, and overlapping with, hybrid fields such as organisation sciences, organisational behaviour and strategic management (Burnes and Cooke 2012). Since the 1990s, boundaries of the field have become even more blurred with the adoption of new practices and the growing popularity of closely related fields such as change management. Together with the recent ‘relational turn’ in the social sciences, many of the original ideas, methods and characteristics of the field of OD have converged into approaches to organisational change that differ in important ways, from earlier OD theories and practices (Van Nistelrooij and Sminia 2010a).
Large-group interventions (LGIs) are a relatively new group of organisational change methods for involving ‘the whole system’ in a change process. As an intervention technique, LGIs are closely linked with Lewin’s action research, field theory and theory of change (Bunker and Alban 1997a; Heracleous et al. 2017; Bartunek et al. 2011d). One of their denominators is that they all ‘get the whole system in one room’ (Weisbord 1987). In recent decades, ‘these large-group methods have been used in change efforts concerning (1) changes in strategic direction, (2) acceptance and implementation of quality programmes or redesign projects, (5) changes in relationships with customers and suppliers and (6) changes in structures, policies or procedures’ (Bunker and Alban 1997b). Organising an LGI means we enable those who have a stake in the change purpose to exchange directly, face to face, their perspectives for establishing a common ground. Besides identifying a common ground, Weisbord speaks about four more activities that take place in most LGIs: reviewing the past, exploring the present, creating an ideal future scenario and making action plans (Weisbord and Janoff 1996). In the same vein, Coghlan also argues (Coghlan 1998) that the purpose of LGIs is not only to engage actors with a stake in a situation but also to promote ownership and create a commitment to act on the identified common ground and jointly developed plans.
Traditional teaching and learning can be a very weak experience compared to the immediate here-and-now feedback that occurs when groups diagnose their own process and members give each other face-to-face feedback (Schein 2006a). In this regard, learning is an inevitable consequence of daily work, processes of feedback and interaction within organisations (Orr 1990). Although not all organisational change is the consequence of learning, individual and collective learning can be a substantial driver of organisational change. Furthermore, organisational learning can be affected by the way members are invited to participate actively in the process of changing (Tsang 1997) what managers say and do (Vera and Crossan 2004). However, most often learning is a by-product of decisions made and actions that are taken for other purposes (Lines et al. 2011). For example, participative collective leadership as introduced in the last Chapter, can be introduced in order to boost employee morale, but simultaneously it can affect what is learnt, as well as the rate at which learning occurs (Lines 2005). What these remarks show us in general is that the concepts of learning and change are interrelated: where it says ‘changing’ it could also say ‘learning’ and vice versa.
The development of accounting information systems in the financial sector is an important topic, especially the development of financial information technology. This study aims to analyze the effect of user competence, organizational culture and top management support on the effectiveness of accounting information systems in financial sector companies. This research method uses survey techniques with a population of financial service organizations. From 30 data collected, multiple regression analysis is used to process the data. Based on the results of tests conducted note that user competency and top management support affect the effectiveness of accounting information systems while organizational culture does not affect the effectiveness of accounting information systems
Helth has developed an art-based method (ABM) aimed professionalisation of leadership in organisational contexts. The method draws on the notion of aesthetic drama as a place for leaders’ creative experiments in ‘playing with’ their everyday problems. The purpose is to develop leaders’ art-based competences through practising leadership in practice. The chapter unfolds how practising aesthetic drama requires training sessions, as for example leaders’ common drawings of the sensed condition of their leadership and the vision of their future leadership. The best impact of using aesthetic drama is collective sessions based on a learning design with planning, preparation, presentation and processes of learning.
To mark Edgar H. Schein’s 90th birthday, a metalogue between him and David Coghlan took place to explore selected themes of their shared organization development scholarship. A metalogue is a reflective dialogue where the mode of conversation reflects the topic being explored. The themes explored are interiority, a philosophy of practical knowing, and inquiring in the present tense. The aim of the article is both celebratory and exploratory, with the latter seeking to offer readers insights from the metalogue on some core themes in the exercise of the applied behavioral science of organization development and to advance the notion of metalogue as an approach to shared inquiry.
This study examines the mediating role of organisational control features, namely performance‐oriented risk management (RM) culture and the use of management control systems (MCS) in the relationship between school principal leadership styles and school performance within Australia. Based on survey responses from 106 Victorian secondary school principals, the study finds that performance‐oriented RM culture and enabling use of MCS play important mediating roles in the leadership style and school performance link. The findings also indicate that private schools are more likely to adopt a performance‐oriented RM culture than public schools. Our results extend organisational management and accounting literature linking leadership style, organisational controls and organisational performance in a school context. The findings also have implications for school governance policies.
Unlearning stripped result old learning to give space for new information and new attitude. Unlearning is undoubtedly for individu or organization to receive new knowledge (herdberg,1981), increase innovation performance (pighin &Marzona,2011) and increase the company abbility to facing crisis (Starbuck, 1995), this article give six preposision that connect the literature from micro level and macro level use the mediation variable, multi level moderation to explain the fenomena in organizational behavior that don’t have enough support in empirical, individual and organizational unlearning.
Edgar H. Schein’s contributions to the field of organizational studies are far reaching. He was one of the first to formulate the field of organizational psychology in 1965, and he led the development of the field of organization development (OD) through his editorship of the pioneering Addison-Wesley OD series in 1969. He framed a philosophy of being helpful through process consultation and humble inquiry, articulated the experience of the organizational career, and framed a model of organizational culture and how it operates in complex systems.
Edgar H. Schein’s contributions to the field of organizational studies are far reaching. He was one of the first to formulate the field of organizational psychology in 1965, and he led the development of the field of organization development (OD) through his editorship of the pioneering Addison-Wesley OD series in 1969. He framed a philosophy of being helpful through process consultation and humble inquiry, articulated the experience of the organizational career, and framed a model of organizational culture and how it operates in complex systems.
Edgar H. Schein’s contributions to the field of organizational studies are far reaching. He was one of the first to formulate the field of organizational psychology in 1965, and he led the development of the field of organization development (OD) through his editorship of the pioneering Addison-Wesley OD series in 1969. He framed a philosophy of being helpful through process consultation and humble inquiry, articulated the experience of the organizational career, and framed a model of organizational culture and how it operates in complex systems.
Although artistic interventions are becoming more popular, little is known about the managers who take the risk of introducing these interventions into their organizations. In order to find out more about their characteristics, motives and their leadership approach, this study draws on my interpretation of interviews with 33 Swedish managers who for eight months brought “artists in residence”. I find that they are well-established with long manager-experience, often interested in arts and they tend to consider themselves curious, bold and fairly creative. The most expressed motive is a wish to develop the creative potential within the organization and to improve collaborations and trust. Moreover I suggest that a majority of these managers can be characterized as having an aesthetic-inspired leadership approach. Five co-constituting areas are especially highlighted in their stories as expressions for this approach: “Creating context” and “Establishing creative climate” (the organizational level); “Strengthening relations” and “Liking employees” (the individual level). Finally the fifth area, “Initiating triggering activities” (like artistic interventions), supports the other four and their interrelations. Almost 60% of the managers express three areas or more. Especially the importance of liking the employees is quite different and has not got much attention in leadership research yet.
The concept of organizational culture has received increasing attention in recent years both from academics and practitioners. This article presents the author's view of how culture should be defined and analyzed if it is to be of use in the field of organizational psychology. Other concepts are reviewed, a brief history is provided, and case materials are presented to illustrate how to analyze culture and how to think about culture change. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Certain motivational/attitudinal/value syndromes formed early in the lives of individuals steer them through their entire careers. A Sloan School of Management study suggests companies try to identify and carefully consider these needs and drives.
This volume focuses on the process by which the consultant builds readiness for organizational development (OD) programs, actually conducts training, and works with the key individuals of an organization as part of an OD program. Part I describes in some detail the human processes in organizations--communication, functional roles of group members, group problem-solving and decision-making, group norms and group growth, leadership and authority, and intergroup processes. Part II shifts from diagnosis toward the kinds of intervention which the process consultant makes--establishing contact and defining a relationship, selecting a setting and a method of work, gathering the data, intervention, and evaluation of results and disengagement. Appendixes include memos on internal auditing and control programs, organization, and erosion of rationality. (Author/NL)
Suggests that governments, communities, and organizations are focusing increasing attention on the theory and practice of dialog. The author provides a perspective on dialog based on his own direct experience with it. He shows that dialog is not only different from many of the techniques that have been proposed before but also has considerable promise as a problem-formulation and problem-solving philosophy and technology. Dialog is necessary as a vehicle for understanding cultures and subcultures. Organizational learning will ultimately depend on such cultural understanding. Dialog should be a central element of any model of organizational transformation. Topics discussed include dialog vs sensitivity training, getting dialog started, and facilitating dialog. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A study of the changes of attitudes and beliefs of a small number of released American civilian prisoners of the Chinese Communists is reported in this volume. Considered are (a) the social climate in which the changes occurred; (b) the interaction of the social climate variables with individual, personal ones; (c) theories of "coercive persuasion"; and (d) the common features of "coercive persuasion" and other forms of influence. From Psyc Abstracts 36:01:3GG20S. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Per capita income in Singapore has gone from 20,000 in a little over twenty-five years. Edgar Schein, a social psychologist with a long and celebrated research interest in organizational studies, examines the cultural history of the key intstitution that spawned this economic miracle. Through interviews and full access to Singapore's Economic Development Board (EDB), Schein shows how economic development was successfully promoted. He delves into the individual relationships and the overall structure that contributed to the EDB's effectiveness in propelling Singapore, one of Asia's "little dragons" into the modern era. In his foreword, Lester Thurrow locates Schein's organizational and case-specific account within a larger economic and comparative framework. Over a period of two years, Schein studied how the EDB was created, the kind of leadership it provided, the management structure it used, the human resource policies it pursued, and how it influenced other organizations within the Singapore government. Schein sat in on EDB meetings and extensively interviewed current and former members of the board, Singapore's leaders who created the board, and businesspeople who have dealt with the board. His book intertwines the perspective of the board's members and its investor clients in an analysis that uses both organization and cross-cultural theory. Although there are currently studies of comparable Japanese and Korean organizations, this is the first detailed analysis of the internal structure and functioning of the economic development body of Singapore, a key player in the Asian and world markets.
Sumario: Why the organizations fail to learn how to learn and therefore remain competitively marginal?. In this article, the author explains why organizational innovations either don't occur or fail to survive and proliferate. He proposes a fundamental reason for such learning failures, derived from the fact that, in every organization, there are three particular cultures among its subcultures, two of which have their roots outside the organization and are therefore more fundamentally entrenched in their particular asumptions
Sumario: What culture is and does -- The dimensions of culture -- How to study and interpret culture -- The role leadership in building culture -- The evolution of culture and leadership -- Learning cultures and learning leaders
This paper presents a set of concepts about the nature of the organization, the nature of the individual, and the nature of the career-the set of events which tie the individual and the organization together. The purpose is to provide a frame of reference and a set of concepts to make it possible to think in more empirical terms about a variable like "career," yet which relate this variable both to organizational and psychological variables. Concepts such as "organizational boundaries," labile and stable "social selves," career stages and transitional processes are used to generate some hypotheses about organizational influences on the individual (socialization) and individual influences on the organization (innovation).
A study was carried out to test the Miller and Dollard theory of imitation on adult human Ss. A significant number of Ss "learned' to imitate a model when such imitation was rewarded, and the imitative response generalized to a similar but new situation where it was no longer rewarded.
Clarifies a confusion existing in the field of consultation and organization development between formal research and data-driven inquiry on the one hand and clinical research and client-driven inquiry on the other. Illustrates the difference between the two approaches by showing the effects of particular approaches to data gathering. Shows how the clinical approach is synonymous with process consultation by being driven by the client′s agenda and argues that the clinical approach is more appropriate for consultation and organization development projects.
The corporate culture survival guide
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Schein, E. H.
1999b The corporate culture survival
guide. San Francisco, CA: Jossey-Bass.
DEC is Dead; Long live DEC: The lasting legacy of Digital Equipment Corporation
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Schein, E. H.
2003 DEC is Dead; Long live DEC:
The lasting legacy of Digital
Equipment Corporation. San
Francisco, CA: Berrett/Koehler.
Brainwashing in Red China
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Hunter, E.
1951 Brainwashing in Red China.
New York: Vanguard.
Fisch 1974 Change: Principles of problem formation and problem resolution
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Watzlavik, P., J. H. Weakland, andR. Fisch
1974 Change: Principles of problem
formation and problem resolution.
New York: Norton.
Lessons for managers and consultants
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1987a Process consultation, Vol. 2:
Lessons for managers and
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Clinical inquiry/research' in The handbook of action research: Participative inquiry and practice
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The academic as artist: Personal and professional roots
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Schein, E. H.
1993b 'The academic as artist: Personal
and professional roots' in
Management laureates: Vol. 3.
Bedeian, A. (ed.). Greenwich, CT:
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Watzlavik, P., J. H. Weakland, andR. Fisch
1974 Change: Principles of problem
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New York: Norton.