1 BUS4013 Organization Structure, Learning and Performanc.docxhoney725342
1
BUS4013: Organization Structure, Learning and Performance
Background Paper
Everyone, at one time or another, has participated in a variety of types of organizations—
churches, schools, government agencies, the armed forces, corporations, hospitals, volunteer
organizations, etc. Organizations impact our lives and members of the same organization are
affected differently. As Margaret Wheatley (1996) states, “Organizations are living systems.
They, too, are intelligent, creative, adaptive, self-organizing, and meaning-seeking.”
This course is about organizational structure and its relationship to learning and performance.
Organizations have a structure, that is, an established set of relationships with ordered and
regularly occurring activities. Therefore, performance and structure are inextricably linked. The
desire to improve performance is the underlying reason for the inclusion of this course in the
Capella undergraduate business curriculum.
Perhaps one may say that organizational structure drives performance; it certainly facilitates
performance. Another may say that organizational learning drives performance; it certainly leads
to adaptation and growth. And adaptation is necessary for survival. Its opposite is extinction. In
other words, this course is an overview of organizations and their design toward fostering
learning, which in turn, yields high performance.
Historical Perspective of the Study of Organizational Structure
Classical
We may be able to track the study of how organizations work and how they are structured and
managed into ancient times. We can cite Biblical references as well as those from Socrates and
Plato. However, most analysts would state that the beginnings of the factory system in the 18th
century signified the beginning of the study. Members of the first school of organizational study
were called the classicists. They built the foundation for the study of work in organizations, and
their work remains highly influential today. Max Weber, Henri Fayol, Adam Smith, Frederick
Taylor, and others represent the thinking of the classical period. The fundamental tenets of
classicism, according to Jay Shafritz and Steven Ott (1978), follow:
• Organizations exist to accomplish production-related and economic goals.
• There is one best way to organize for production, and that way can be found through
systematic scientific inquiry.
• Production is maximized through specialization and division of labor.
• People and organizations act in accordance with rational economic principles.
2
Modern
When we speak of the structure of an organization, we are actually referring to the stable
relationships among positions and groups of positions represented by the organization chart.
Structure is concerned with vertical differentiations, or hierarchical levels of organizational
authority and coordination, and horizontal differentiations between organizational units, e.g.,
between p ...
1 BUS4013 Organization Structure, Learning and Performanc.docxhoney725342
1
BUS4013: Organization Structure, Learning and Performance
Background Paper
Everyone, at one time or another, has participated in a variety of types of organizations—
churches, schools, government agencies, the armed forces, corporations, hospitals, volunteer
organizations, etc. Organizations impact our lives and members of the same organization are
affected differently. As Margaret Wheatley (1996) states, “Organizations are living systems.
They, too, are intelligent, creative, adaptive, self-organizing, and meaning-seeking.”
This course is about organizational structure and its relationship to learning and performance.
Organizations have a structure, that is, an established set of relationships with ordered and
regularly occurring activities. Therefore, performance and structure are inextricably linked. The
desire to improve performance is the underlying reason for the inclusion of this course in the
Capella undergraduate business curriculum.
Perhaps one may say that organizational structure drives performance; it certainly facilitates
performance. Another may say that organizational learning drives performance; it certainly leads
to adaptation and growth. And adaptation is necessary for survival. Its opposite is extinction. In
other words, this course is an overview of organizations and their design toward fostering
learning, which in turn, yields high performance.
Historical Perspective of the Study of Organizational Structure
Classical
We may be able to track the study of how organizations work and how they are structured and
managed into ancient times. We can cite Biblical references as well as those from Socrates and
Plato. However, most analysts would state that the beginnings of the factory system in the 18th
century signified the beginning of the study. Members of the first school of organizational study
were called the classicists. They built the foundation for the study of work in organizations, and
their work remains highly influential today. Max Weber, Henri Fayol, Adam Smith, Frederick
Taylor, and others represent the thinking of the classical period. The fundamental tenets of
classicism, according to Jay Shafritz and Steven Ott (1978), follow:
• Organizations exist to accomplish production-related and economic goals.
• There is one best way to organize for production, and that way can be found through
systematic scientific inquiry.
• Production is maximized through specialization and division of labor.
• People and organizations act in accordance with rational economic principles.
2
Modern
When we speak of the structure of an organization, we are actually referring to the stable
relationships among positions and groups of positions represented by the organization chart.
Structure is concerned with vertical differentiations, or hierarchical levels of organizational
authority and coordination, and horizontal differentiations between organizational units, e.g.,
between p ...
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Digital Transformation and IT Strategy Toolkit and TemplatesAurelien Domont, MBA
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Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
2. ●UNITARY APPROACH is grounded in mutual
cooperation, individual treatment, team work and
shared goals.
●Work place conflict is seen as temporary aberration,
resulting from poor management, Employees who do
not mix well with organization culture, Unions do
not cooperate with the management.
●Management’s right to manage is accepted because
there is no ‘we they” feeling.
●Underlying assumption is that everyone benefits
when the focus is on common interest and promotion
of harmony based on reactive strategy.
3. ●PLURALISM(CONFLICT APPROACH )Pluralism is belief in
the existence of more than one ruling principle, giving rise to
a conflict of interests.
●The pluralist approach to IR accepts conflict between
management and workers as inevitable but containable
through various institutional arrangements (like collective
bargaining, conciliation and arbitration etc) and is in fact
considered essential for innovation and growth.
●It perceives organizations as coalitions of competing interests
, where the management’s role is to mediate among the
different interest groups.
●It perceives trade unions as legitimate representative of
employee interests. It also perceives stability in IR as the
product of concessions and compromises between
management and unions.
4. ●MARXIST APPROACH Marxists like pluralists also regard
conflict as inevitable but see it as a product of capitalistic
society where as pluralist believe that the conflict is
inevitable in all organizations
●For Marxists IR has wider meaning. For them conflict arises
not because of rift between management and workers but
because of the division in the society between those who own
resources and those who have only labor to offer.
●Marxist approach thus focuses on the type of society in
which an organization functions.
●Industrial conflict is thus equated with political and social
unrest. Trade Unions are seen both as labor reaction to
exploitation by capitalists, as- well-as a weapon to bring
about a revolutionary social change.
5. ●The system approach was developed by J. P. Dunlop of
Harvard University in 1958.
●According to this approach, individuals are part of an
ongoing but independent social system.
●The behaviour, actions and role of the individuals are shaped
by the cultures of the society.
●The three elements of the system approach are input,
process and output.
●Society provides the cue (signal) to the individuals about
how one should act in a situation.
●The institutions, the value system and other characteristics of
the society influence the process and determine the outcome
or response of the individuals. The basis of this theory is that
group cohesiveness is provided by the common ideology
shaped by the societal factors.