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Comm 320 1
| Question | Answer |
|---|---|
| Communication is seen as a process that produces and reproduces shared meaning, communication IS the organization | Constitutive Model of Communication |
| Considering the communication strategies of organizational leaders during times of crisis. Persuasion, pathos, ethos, logos. | Rhetorical Comm. Theory |
| Using dialogues to mediate conflict betweek two employees, all about the 'experience' and 'interaction'. Respect differences but ultimately seek common ground. | Phenomenological Comm. Theory |
| Power imbalance, speech distorted, self perpetuation of power, quality of reason. | Critical Comm. Theory |
| Economy and marketplaces of nations are increasingly interconnected so that their focus is worldwide | Globalization |
| Specialization, standardization, replaceability, predictable | Machine Metaphor |
| Power based on long-standing beliefs, not on actual power. ex: england queen | Traditional Authority |
| Based on personality and ability to interact with followers (cult leaders) | Charismatic Authority |
| Based on rational application of rules. Most dominant in bureaucracy, more impersonal | Rational-Legal Authority |
| Closed system driven by rational legal authority. Fixed responsibility, hierarchy, documentation, expertise. | Weber's Bureaucracy |
| Relationship between manager and employee important. Control of individual at work. Formed to stop systematic soldiering, piecework pay. Time/motion studies, proper worker selectionn, training workers. Difference between managers/workers Scientific Method | Frederick Taylor's Scientific Management |
| Bureaucracy shuts off from outside influences that will hamper smooth function | Closed System |
| Planning organizing command coordination control | Elements of Management (Classical Mgmt) |
| Highly structured, each individual knows where they fit. Principles of management and elements of management | Fayols Classical Management |
| Weber's theory of bureaucracy, features of ideal organizations | Ideal Type Theory |
| Organizational structure, power, reward, attitude | Principles of Management (Classical Mgmt) |
| Social pressure to keep productivity down and wages up | Systematic Soldiering |
| How to determine the "one best way" to determine which method was the most efficient | Time/Motion Studies |
| Communication which flows along the scalar chain of the organizational hierarchy from those at the top of the chain to those at the bottom. (downward) | Vertical Flow of Information |
| Most important channel of communication in classical organizations | Written Communication |
| Concern for people v. production, two types of managers. | Blake and Mouton's Managerial Grid |
| Face to face, written, mediated (telephone/computer) | Channels of COmmunication |
| Finding worth other than physical labor in employees | Human Resources / Human Relations Approach |
| Done due to interest in how changes in the work environment would affect the productivity of factory workers | Hawthorne Studies (Mayo) |
| Worker output increased as a direct result of attention paid to them by the researchers. Attention to individuals causes changes in behavior | Hawthorne effect |
| People began to turn away from classical theories and consider the possibilities of human needs and social interaction in relation to organizational function | Result of Hawthorne Effect |
| Lower level needs must be satisfied before an individual can move on to higher level needs | Hierarchy of prepotency |
| Employment Security | Job security demonstrates a commitment to employees and develops employees who understand the org (pfeffer) |
| Selective Hiring | employees who are a good fit for the organization will stay with it and enhance org performance (pfeffer_ |
| Self Managed teams and decentralization | teams will permit employees to pool information and create better solutions as well as enhance worker control over work processes |
| Comparatively high and contingent compensation | Personal outcomes connected with critical rewards |
| Extensive training | Frontline employees need training to identify workplace problems and contribute to innovative solutions |
| Reduction of status differences | reducing both symbolic (language/labels) and substantive (pay) inequities employees will feel more valued |
| Sharing information |
Created by:
shannontevlin
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