source url I recalled the tour guide telling us that some workers took great risk in expressing their political views through the statues, and some were carved in secrecy. What drove these miners to undertake such massive and glorious projects? It was clearly the social fabric that bound the miners together — mostly expressions of faith and unity that helped them endure the harsh environment.
The upper levels had very simple rooms with crude statues, possibly due to both inexperience and natural erosion inside the mine. The sophistication and beauty increased as one got down to the middle levels where the cathedral and numerous other chapels and meeting rooms were formed. One could imagine how the impetus to create these works of art snowballed — some miners took initiative to overcome the dreariness of hard labor.
As the mine was successful and the miners dug deeper, they experimented and tried new things. With each new chamber came an opportunity to try something new. And the cycle continued for centuries.
I think it is useful to consider what they meant by social fabric. They included examples of how the workers bonded inside and outside the mine, such that their families would support each other in times of need. The new technology broke those ties and changed the relationships, leading to the loss of morale. Perhaps Wieliczka offers another perspective on social fabric, a freedom for members to express themselves and transcend the drudgery of the environment — perhaps not unlike the dedicated teachers at a school who put in the extra hours in service to their kids or the rare traffic cop who orchestrates busy intersections through a dance routine, rather than moving robotically when signaling the change in traffic flow.
This is a perfect segue from the discussion of a social fabric. With global knowledge of firms made possible by information technology, it is easier now than ever to judge organizations on the basis of their missions, purposes, processes, products and services, clientele, and other tangible factors. Should it matter to we the consumers how firms, businesses, or governments treat their own members? How closely connected its members are? If one were to visit Wieliczka when it was still open and ventured deep down into the chapels, what would one think?
My, how beautiful? Time for a right-sizing! I would propose this — the soul of the organization is the degree to which it provides the will and abilities to promote the good in all its members and relationships. Saint Augustine might agree. The group that gathered at the University of Queensland Business School workshop last week represented the diversity of scholars interested in these approaches. Faculties of Management, Information Systems, Advertising and more were represented, as were Phds, Professors, ECRs; those who publish from a process and practice perspective, and those more familiar with positivist approaches — all attended with an open mind.
This kind of diversity of scholarly backgrounds is rare at a themed workshop, and as you would expect, it added to the quality of interactions and liveliness of discussions over the two days. Ella Hafermalz. As keynote Professor Hari Tsoukas reminded us, process and practice perspectives have more similarities than differences. They both allow us to investigate how organising happens and how the processes involved in organising are experienced by practitioners. Practice theories in particular emphasise everyday life — what activities are practitioners involved in, and how is meaning exercised through these routines and collectivities?
Process philosophy offers a related perspective, with a greater emphasis on how temporality frames and arises from our experiences of everyday life. Trying to distinguish them is perhaps less useful than figuring out how to put them to work in organisational research. This practical concern was a central theme of the workshop. How can we do process and practice research, and, not insignificantly, how can we publish it?
Keynote speaker Professor Paula Jarzabkowski offered several important insights here. Emails between co-authors were one practical way in which these important surprising moments were recorded. I have heard some scholars assert that longitudinal ethnography is the only way to study process. It was great to hear Professor Jarzabkowski challenge this assumption.
From this perspective, every moment can be studied with a sensitivity to process, in terms of temporality. This is possible if we pay attention, for example, to how a phenomenon, in a moment of apparent stability, has come to be stabilized e. Professor Jarzabkowski argued convincingly for this way of looking at instances of a phenomenon in terms of process.
In relation to the important issue of publishing, both Professor Tsoukas and Professor Jarzabkowski stressed that as organisational scholars, our research is not contributing to social theory. We can productively use social theory to frame and inform our research, but at the end of the day we need to contribute to our own fields e. Studying the works of practice theorists and process philosophers can be wonderfully enriching, but we need to keep an eye on our audience and the kinds of contributions that will resonate with them.
This focus means being prepared to make compromises in the review process. It is worth triaging to an extent — what is your main message, and where are you willing to concede? We heard that we will likely be asked to remove traces of the research process, including accounts of how social theory has informed our work, as we progress through reviews.
Though pragmatic, this sounded somewhat painful. For those like myself who are new to publishing process and practice research, forewarned is forearmed. Professor Riemer recollected that a practice perspective, informed by philosopher Martin Heidegger, helped him and his co-author Professor Robert Johnston see how technologies were taken for granted by practitioners who used them, to the point where practitioners could not easily communicate the significance of their technologies to the researchers.
Practice theory offered a way of accounting for and theorising this observation. This example prompted discussion on how process and practice perspectives can serve to highlight ethical issues, such as the effects of categorization and marginalization. On top of the informative keynotes and panels, the workshop also featured interactive discussions, feedback on work-in-progress, roundtables, and conversation over dinner on the stunning Brisbane river. For those already adopting these perspectives in their research, questions focused around publishing, and how we can push the conceptual agenda further.
Personally, I felt that performativity emerged as a theme of significance for understanding the intersection between process and practice perspectives. There was also mention of the UQ Process and Practice Perspectives workshop becoming an annual event — let us hope that this imagining becomes a reality! The University of Queensland Business School Workshop Process and practice perspectives on organisation studies: Similarities and distinctiveness. It is a condensed version of his earlier book — Managing, which was published in Both books address management as actually practiced, which the Author finds to be quite different from how it is taught and written of in academia.
Simply Managing is designed to be of greatest use to practitioners, with its entertaining style and lots of boldface type to clearly emphasize the key points. In Chapter 1 of the book, Mintzberg used his observations to debunk the conventional notions of what management is and what it is not. For all the changes in the professional world of management practice, Mintzberg concluded that the nature of management has not changed substantially in the 40 years between the publication of The Nature of Managerial Work — his seminal book about managerial practices — and Simply Managing.
The practice of management is still messy, confusing, frustrating, and on many days, still immensely satisfying work. Like Mintzberg, I have always believed that the distinctions that management authors try to make between leadership and management are artificial. Any person in a position of authority over others who cannot do both is a menace to work with and a chore to work for.
During Episode 14, Henry noted that effective organizations have a sense of community where members actually care about each other. It is precisely those kinds of organizations that I found most satisfying to be in as a manager. Chapter 2 reviews the myths of managing, which Mintzberg labels as folklore.
These include: managers are supposed to be reflective and systematic planners too much interruption and need for action for this one to be true! Mintzberg then presents a model of managing in Chapter 3. It is his attempt to create one diagram that collects all the pieces of managing together. The model is intended to show how action, or action through others, is supported by information. This is done through linking, dealing, and communicating. According to the model, managers get things done through framing establishing context and scheduling their time for what they think is important.
Managers make decisions, of course, but not all decisions are alike; there are many kinds, including: designing, delegating, authorizing, allocating resources, and deeming imposing targets on people. Thinking back to my own practice, a couple of other important decisions managers have to make are: when to act and when to leave things alone, when to leave a struggling subordinate in place with more help, possibly and when to remove them because they are damaging the entire organization. Mintzberg argued that some deeming is necessary, but he went on to declare that a little goes a long way in organizations.
I agree with him that too much deeming leads to one of the greatest pathologies of management: managing by remote control. Another pathology from deeming that I would add is management by fiat. Chapter 4 presented a critical view of management, one that only look at one of, or a few of its many varieties at a time at the expense of the fuller picture. A manager cannot be successful by focusing on just a few skills and ignoring all others as if they were somehow less important.
Mintzberg argued that all the factors of management — external context, organizational form, level in the hierarchy, nature of the work, pressures of the job, and characteristics of the person in the job — have to be considered together. One of the things that makes managing so challenging and definitely not simple is that it is so multifaceted. He then noted that management simultaneously exhibits aspects of craft, science, and art. Chapter 5 is the most important part of the book, according to Henry. In it, he reviewed the paradoxes that are inherent in the practice of management.
The latter one is a good term because I have often felt, as a manager, like I was trying to keep my balance while walking above a congregation of hungry alligators. The conundrums identified by Mintzberg are: superficiality, delegating, measuring, over confidence, and acting. As Mintzberg noted, the conundrums are always going to be presents, and so they can only be reconciled but never resolved.
Like the varieties of management identified in Chapter 4, a dynamic balance between the opposing sides of the paradoxes is often the best a manager can aim to accomplish. In Chapter 6, the final chapter of the book, Mintzberg noted that for all its complexity, challenges, and conundrums, it is still the real people who have to manage every day.
Which is something they do despite their inherent flaws, a healthy dose of which everyone has. These are examples of particular ways in which managers can fail. I thought I was the only person that had ever had this problem — where success was not my chief concern, just mere survival.
Further in this chapter, he provided a framework for effectiveness based on Lewis et al. The threads of Lewis et al. These threads are: energy level, reflectivity, analysis, level of sophistication, collaboration, productivity, and integration. The final two sections of the chapter address selecting, developing, and evaluating managers; neither one of which is done all that well in many organizations, according to Mintzberg.
The trouble is that, in my opinion, much like the managerial challenges Henry illuminated in the book, this is really hard to do! To summarize, I found the book to be thought provoking, comprehensive, and reassuring on many levels. While it can be appreciated by anyone, it is particularly valuable for practicing managers- its target audience.
Throughout the book, Mintzberg gave voice to the frustrations and paradoxes that I have often felt as a manager, but was too busy balancing on the tightropes to notice happening all around as well. Particularly useful for practitioners is the model of management described in Chapter 3. It offers a means of framing the challenges associated with all the different roles a manager has to fill. The threads that describe aspects of managerial effectiveness in Chapter 6 were also very insightful and should prompt considerable reflection by the managers.
They certainly did for me. Lewis, J. No single thread: Psychological Health in Family Systems. New York: Palgrave MacMillan. If you spend enough time in a lecture theatre or a seminar room of a large University, a couple of things are likely to become fairly obvious. Of course, the exact opposite holds true as well — super engaging classes with super-star teachers who entertain, teach and mesmerize their students all at the same time. I am not one of these people, but neither am I someone who puts the class to sleep.
Having worked with one of the aforementioned paragons of teaching practice I have jumped around the class playing games and doing plays with students, but found it to just not be my cup of tea — not least because I believe that the most rewarding and inclusive learning comes from the more or less autonomous solving of problems. Breaking paradigms on stage while adapting Shakespeare for management is great it really is! And what a great help it can be! The Internet is an ultimate one-on-one form of communication — it is there just for you and you alone, and it will do mostly what you will ask of it.
Podcasts are a manifestation of that as they are on-demand, always available anywhere, free and very pleasing to the ego you basically have people tell you stories that you want to hear whenever and wherever — much like in the case with children. M-learning is a form of E-learning, but only in a sense that it is through E that M is made possible. According to Saylor , m-learning significantly boosts exam performance and cuts drop-out rates dramatically. In all honesty this seems about right, but for my money, the best aspect of m-learning is that it is easy and does not ask the learner to compromise their time — podcasts can be consumed while doing a myriad of other activities.
My favourite time to consume podcasts is while driving, for example. So, to summarize, podcasts are great! Now, what can you do with them? From my experience, there are two ways how you can infuse your teaching practice with this amazing resource. The first one is to give your students a selection of podcasts to listen to. Why not? Refer back to first paragraph where I spoke of engagement. This also applies to should you record some podcasts yourself to supplement the lecture materials or similar.
In any case, best not to. The Second way of using podcasts for teaching is rather more exciting! You get students to produce their own podcasts as part of their assessment. What do the students get out of this? Quite a lot, to be honest. In terms of mechanics of putting the recording together they would need to:. In curriculum-speak this would translate as 1 and also 5 developing in-depth knowledge of the subject area, 2 developing critical thinking and problem-solving skills, 3 developing leadership and public speaking skills, 4 acquiring presentation skills.
fejacudobemo.tk: Curse of the Factory System (Cass Library of Industrial Classics) ( ): John Fielden: Books. Curse of the Factory System (Cass Library of Industrial Classics Book 25) - Kindle edition by John Fielden. Download it once and read it on your Kindle device.
How amazing is that? Using podcasts for teaching also defeats the issue of engagement simpler, more convenient and, as an assignment, frankly mandatory and the space that it a lecture theatre or a seminar room podcasts are produced in home studios, require problem solving and can be consumed anywhere and at any time. And it is incredibly easy for you, as a tutor, to incorporate them into your teaching practice! Not to mention that you will significantly improve your quality of life during exam period! Saylor, M. What can I say? Albie M. Thank you for developing such a novel and contemporary way to learn about and contribute to something as essential as how to work together in groups, whether they be families, schools, community meetings, the workplace, national governments or the United Nations.
I asked a librarian if she knew who Follett was, for I did not know if she was alive or dead. Since your episode was so engaging, I made a few notes about what I might say if I were there. One of the things I love about Follett is the way in which mid-stream in her writing and talks she can modify her thinking. The surge of life sweeps through the given similarity, the common ground, and breaks it up into a thousand differences.
This tumultuous, irresistible flow of life is our existence: the unity, the common, is but for an instant, it flows on to new differings which adjust themselves anew in fuller, more varied, richer synthesis. The moment when similarity achieves itself as a composite of working, seething forces, it throws out its myriad new differings.
The torrent flows into a pool, works, ferments, and then rushes forth until all is again gathered into the new pool of its own unifying. A situation changes faster than anyone can report on it. The developing possibilities of certain factors must be so keenly perceived that we get the report of a process, not a picture, and when it is necessary to present to us a stage in the process, it should be presented in such a way that we see the hints it contains of successive stages.
She trusted the readers or listeners to figure that out themselves. And, it is thrilling to think that you are interested in tackling some of the challenges that face humanity in a world bursting with technological possibilities. Christopher Grey. Organization studies has a peculiar relationship with history, including its own history. On the one hand, it routinely invokes woefully inadequate claims about history new eras, unprecedented developments and so on.
On the other hand, it makes ludicrous claims about its own history — the narrative of scientific management giving way to human relations theory discussed in the book being an obvious example. On the third hand, it ignores and is ignorant of history, so that many a supposedly cutting-edge research paper simply replicates, without any awareness of so doing, things that have been known for decades. These failures are not, at least as regards the first and second cases, necessarily meaningless.
They reflect, in part anyway, the ideological operations of organization studies as a handmaiden of managerialism, suggesting, in the first case, that there is an underlying logic that justifies managerialism and, in the second case, that managerialism is part of a specifically progressive logic. In other words, what is by scholarly standards bad history is not simply understandable in terms of bad scholarship. But what about the third case? Here I think that there at least four factors in play. One is that those conducting research in organization studies myself included are often not trained in that discipline, but in something else, such as economics, sociology, anthropology, or, as in my case, politics.
Thus there is less sense of a socialization into a canon than might be the case. That is changing, as more people come through an organization studies training, but that may not make much difference because of the other factors. Second, that because most organization studies takes place in business schools, which are typically culturally in thrall to the new, classic studies are easily dismissed as old hat. Yet against that background, I have a sense that things are beginning to change. This optimistic sense has been provoked by two things over the last week or so. The other was learning of an initiative by a group of doctoral students in organization studies to read and discuss classic texts.
The podcasts of these discussions on the Talking about Organizations website are enthralling and sophisticated dissections of so far the writings of Taylor, Fayol and Maslow. Although, of course, I would not compare my own work with that of those mentioned here, I do see it as having some affinity with what they are doing. I, too, am dismayed by theoreticism and am also seeking to re-connect with classical writings and traditions in organization studies, both in my book on the organization of Bletchley Park Grey, and my forthcoming book on secrecy Costas and Grey, I am sure that many other writers, not referenced here, are trying to do something similar.
Costas, J. Secrecy at Work. The Hidden Architecture of Organizational Life. Du Gay, P. You also may like to try some of these bookshops , which may or may not sell this item. Separate different tags with a comma. To include a comma in your tag, surround the tag with double quotes.
Please enable cookies in your browser to get the full Trove experience. Skip to content Skip to search. Fielden, John, Physical Description xlix, iv, 74 p. Published London : Cass, Language English View all editions Prev Next edition 2 of 3. Author Fielden, John, Other Authors Ward, J.
John Towers Edition 2nd ed. Series Cass library of industrial classics ; no. Factory system -- Great Britain. Notes Facsimile reprint of 1st ed. Cobbett, Bibliography: p. View online Borrow Buy Freely available Show 0 more links Set up My libraries How do I set up "My libraries"? London : UCL Press. Brusco , S. Burawoy , M. Burge , A. Cardiff : School of Education, Cardiff University. Burns , T. Burt , R. Bynner , J.
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