It never ceases to amaze me how I am beginning to like this program more and more just as I am about to finish. I think it has more to do with the fact that I'm finally understanding the material. It goes without saying that this class has been very informative and interesting. I have been able to think about research, technical terminology, and organizations with a new pair of eyes. To my surprise, as I actually began writing my analysis, I found that I couldn't stop - there was so much more that I thought needed to be stated, but I also realized that I could not possibly consider myself the final word on any matter. Just as Barton and Barton's Ideology and the Map shows, that which is not there is just as important as that which is. Point well taken.
I have thoroughly enjoyed this class and only regret not starting my MAPC career with more classes like it. It is somewhat weird to say, but I am so glad that other people decided to drop the class. If it was any larger, I'm not sure that we would have had the flexibility to have the the fun conversations within our intimate group. This class has been a great experience!
Wednesday, December 10, 2008
Wednesday, November 5, 2008
Diana's Leadership Qualities
In this section of the book, we see Diana as the hero of the tale. She recognizes the merit of her ideas even though the upper management of Squirrel, Inc. doesn't. The current leaders of the corporation are threatened by change even though it is clear that their model of nut burying isn't working. Rather than explore new ideas, they fire Diana and cling to their old ways.
Meanwhile, Diana isn't disheartened by the firing. She realizes that even if Squirrel, Inc. isn't willing to try her way of doing things, she can find others who will. She uses the firing as a chance to start her own company. The difficult journey to the Windy City represents what it must be like to start a career. Diana demonstrates her toughness on this journey, and when she arrives she reaps her reward. Her reputation has preceded her, and the other squirrels listen eagerly as she turns her story into a motivational speech. Adversity has made her stronger.
I think Diana's sex may have caused extra difficulties for her. The upper management at Squirrel, Inc. may not have been receptive to her ideas because she is female. Even the narrator, who is largely sympathetic, expresses doubts about her ability to make the journey.
When Diana fights off the Doberman, she is exhibiting distinctly unfeminine traits. Such aggression is often admired in men but frowned upon in women. But maybe the discrimination Diana faces as a female has made her even stronger.
Meanwhile, Diana isn't disheartened by the firing. She realizes that even if Squirrel, Inc. isn't willing to try her way of doing things, she can find others who will. She uses the firing as a chance to start her own company. The difficult journey to the Windy City represents what it must be like to start a career. Diana demonstrates her toughness on this journey, and when she arrives she reaps her reward. Her reputation has preceded her, and the other squirrels listen eagerly as she turns her story into a motivational speech. Adversity has made her stronger.
I think Diana's sex may have caused extra difficulties for her. The upper management at Squirrel, Inc. may not have been receptive to her ideas because she is female. Even the narrator, who is largely sympathetic, expresses doubts about her ability to make the journey.
When Diana fights off the Doberman, she is exhibiting distinctly unfeminine traits. Such aggression is often admired in men but frowned upon in women. But maybe the discrimination Diana faces as a female has made her even stronger.
Denning - Part 3
The last section of Squirrels, Inc. was interesting. Although the format of the story is almost identical to Who Moved My Cheese?, the story's ending was reminiscent of the excitement in Dan Brown's The DaVinci Code (in my opinion). Essentially, Diana learned how to be an effective communicator and work with others in an organization through her own struggle. It was not that she was so personable and just had a knack for making things work well; she had to wrestle with working with different people and their ideologies and with her own.
Like any good writer, Denning set the scene for the story through each character's narrative. Each narrative collided in Part 3 and showed how Diana's thought process changed from one in which she was looking for a formula to success to considering all the factors each character discussed and making wise choices from that. I really enjoyed the book, and it was a quick read.
Like any good writer, Denning set the scene for the story through each character's narrative. Each narrative collided in Part 3 and showed how Diana's thought process changed from one in which she was looking for a formula to success to considering all the factors each character discussed and making wise choices from that. I really enjoyed the book, and it was a quick read.
Thursday, October 23, 2008
Annotated Bibliography Progress Report
As of today, I now have eleven sources for my annotated bibliography. I need to work on writing annotations for the new sources and using correct MLA format. Hopefully this week, I will have done the correct work. This situation goes to show how sleep deprivation affects visual and mental clarity and stability. I should've had a V8!
Wednesday, October 22, 2008
Progress Report
My observations thus far have been when I was in the second floor TA office, in route to Practicum, or in Practicum itself. I questioned approximately four people and got similar responses from three of the four. Interestingly the three persons in agreement are all MA Literature students and the fourth person was from the MAPC program.
Office
The literature students felt the most information they learned and best place to talk was in the TA office. One female said that the TA office allows the teachers to talk about their individual classes, how certain techniques are working, give each other feedback, and assure one another that they are in the same situation if one TA is worried about job performance.
The office also shared more pros and cons of working in the shared space. I will list the two below:
Pros
-always have someone else in the office if situation/conference with a student gets awkward
-crucial value is having "back up"
-Feedback is good
Cons
-gets hectic
-no one-on-one time when students come in for conferences (other people talking, internet surfing with music, and/or heating up food in the microwave)
The office dynamic as it is known from the three TAs who have similar office hours was agreed by all three members. "Jim" was characterized as the technical leader while "Amy" and "Ben" have a good relationship between each other. They agreed that the three TAs all worked well together, but simply distinguished "Jim" as their leader in this cooperative.
Practicum
On October 22, 2008 these were the observations from Practicum:
-Faculty leader addressed why many of the TAs had abandoned working from the syllabus and not told her
-Side conversations among TAs in class were minimal, if any. Room was very quiet
-Teacher addressed maybe their decisions and lack of communication showed a possible lack of trust or intimidation; expressed maybe office assistant should take over weekly sessions
-Asked TAs what it was that they did in their classrooms. Students replied saying they wanted feedback from their peers about how they are holding class. Other students said they wanted examples of student works and how to introduce theories
-Leader said she liked the idea students suggested about spending the first 10 minutes of class to talk about how they teach class
-Of 32 people in Practicum, 6 people sat with their hands on their faces in the "thinker" pose, several people were either yawning or napping, and approximately 5 people walked in late over the course of 25 minutes
-8 laptops were open and running programs such as online forums to instant messenger
-Leader decided to open the floor for questions and communication, trying to encourage the office atmosphere during Practicum.
-TAs learned about the Creative Suite 3 bundle that students [and themselves] could purchase form the Apple store on campus. Students could buy computer programs at discounted rates. This topic sprang from a TA's concern about how to address the final multi-modal assignment her class had to do and how she would explain it in a "dumb classroom".
-As Practicum neared the final 15 minutes, TAs slowly contributed more to the conversation
MAPC TA Headed to Practicum
-Admitted to spending a total of less than an hour in the TA office. Said students did not visit
-Literature students approach class vastly different from a MAPC student. Not a bad thing "Ken" said, but should reconcile the situation somehow.
-Half of the ENGL 103 kids want the MA Lit experience and half of them do not
-The syllabus and At a Glance observations are only useful if you can integrate them into major assignments
-Program as a whole has issue of consistency and certain portions being of little or no relevance
-Said specifically that the summer training session and the actual teaching seem to never intersect. They come bottom up and not top down
-Does not see sharing an office with 7 literature TA as "his thing"
-A big gap exists between MAPC and MA Literature students
-With regards to teaching, MAPC students are the product and Lit. students are the process
-"Ken" states that for one of his classes, he has to follow behind "Chuck", a MA Literature student. Some of "Ken's" students see all the written information that "Chuck" has left on the chalkboard from his class and seem to question "Ken" as to why they do not get that same experience from him.
Office
The literature students felt the most information they learned and best place to talk was in the TA office. One female said that the TA office allows the teachers to talk about their individual classes, how certain techniques are working, give each other feedback, and assure one another that they are in the same situation if one TA is worried about job performance.
The office also shared more pros and cons of working in the shared space. I will list the two below:
Pros
-always have someone else in the office if situation/conference with a student gets awkward
-crucial value is having "back up"
-Feedback is good
Cons
-gets hectic
-no one-on-one time when students come in for conferences (other people talking, internet surfing with music, and/or heating up food in the microwave)
The office dynamic as it is known from the three TAs who have similar office hours was agreed by all three members. "Jim" was characterized as the technical leader while "Amy" and "Ben" have a good relationship between each other. They agreed that the three TAs all worked well together, but simply distinguished "Jim" as their leader in this cooperative.
Practicum
On October 22, 2008 these were the observations from Practicum:
-Faculty leader addressed why many of the TAs had abandoned working from the syllabus and not told her
-Side conversations among TAs in class were minimal, if any. Room was very quiet
-Teacher addressed maybe their decisions and lack of communication showed a possible lack of trust or intimidation; expressed maybe office assistant should take over weekly sessions
-Asked TAs what it was that they did in their classrooms. Students replied saying they wanted feedback from their peers about how they are holding class. Other students said they wanted examples of student works and how to introduce theories
-Leader said she liked the idea students suggested about spending the first 10 minutes of class to talk about how they teach class
-Of 32 people in Practicum, 6 people sat with their hands on their faces in the "thinker" pose, several people were either yawning or napping, and approximately 5 people walked in late over the course of 25 minutes
-8 laptops were open and running programs such as online forums to instant messenger
-Leader decided to open the floor for questions and communication, trying to encourage the office atmosphere during Practicum.
-TAs learned about the Creative Suite 3 bundle that students [and themselves] could purchase form the Apple store on campus. Students could buy computer programs at discounted rates. This topic sprang from a TA's concern about how to address the final multi-modal assignment her class had to do and how she would explain it in a "dumb classroom".
-As Practicum neared the final 15 minutes, TAs slowly contributed more to the conversation
MAPC TA Headed to Practicum
-Admitted to spending a total of less than an hour in the TA office. Said students did not visit
-Literature students approach class vastly different from a MAPC student. Not a bad thing "Ken" said, but should reconcile the situation somehow.
-Half of the ENGL 103 kids want the MA Lit experience and half of them do not
-The syllabus and At a Glance observations are only useful if you can integrate them into major assignments
-Program as a whole has issue of consistency and certain portions being of little or no relevance
-Said specifically that the summer training session and the actual teaching seem to never intersect. They come bottom up and not top down
-Does not see sharing an office with 7 literature TA as "his thing"
-A big gap exists between MAPC and MA Literature students
-With regards to teaching, MAPC students are the product and Lit. students are the process
-"Ken" states that for one of his classes, he has to follow behind "Chuck", a MA Literature student. Some of "Ken's" students see all the written information that "Chuck" has left on the chalkboard from his class and seem to question "Ken" as to why they do not get that same experience from him.
Squirreling Around
As I read Denning's book, I couldn't help but think of Who Moved My Cheese? by Spencer Johnson. What is it about furry animals that makes people have these great relevations? Ironically, the answer to my simple question is within this very story. Specifically, narratives work because people are able to see themselves in similar situations. They create a connection with the audience while not directly throwing information at them.
As seen with Diana, people (squirrels) in the workplace often fear trying new ways to communicate for fear of being rejected. Rejection in the professional world can cause people get blackballed or cost them their jobs. Hence, many people are scared to step outside of the box, or as Johnson puts it, find new cheese.
Lastly, in one part in Denning's book, the bartender tells Diana that many squirrels use narratives to communicate. Like many stressed and confused business-squirrel professionals, Diana could not see the big picture: make the information relevant to the audience and in a way the members will understand. She even complains about how her superiors only wanted "facts, facts, facts", but they eventually praised her presentation. Thinking about Diana's experience, I thought about how I learned addition in elementary school.
Before ever taking a math class, I could not have automatically made sense of the following problem because it had never been explained to me:
1-1= 0
As a matter of fact, it is probably safe to say that none of my classmates could. Eventually after we learned and/or memorized the concept, our teacher began to reinforce the theory by making it practical to us [Enter the third circle of grade school hell]: word problems.
During that time, I hated word problems because they obscured the "raw data" and caused me to miss what I was to understand. Yet, now that I am an English major, I realize that maybe I was too busy analyzing the words instead of focusing on being in math class. At any rate, these word problems were forms of narratives for us. For a student who couldn't grasp the idea of 1-1=0, a story about how his two pieces of bubble gum turned to zero could make the information relevant.
As seen with Diana, people (squirrels) in the workplace often fear trying new ways to communicate for fear of being rejected. Rejection in the professional world can cause people get blackballed or cost them their jobs. Hence, many people are scared to step outside of the box, or as Johnson puts it, find new cheese.
Lastly, in one part in Denning's book, the bartender tells Diana that many squirrels use narratives to communicate. Like many stressed and confused business-squirrel professionals, Diana could not see the big picture: make the information relevant to the audience and in a way the members will understand. She even complains about how her superiors only wanted "facts, facts, facts", but they eventually praised her presentation. Thinking about Diana's experience, I thought about how I learned addition in elementary school.
Before ever taking a math class, I could not have automatically made sense of the following problem because it had never been explained to me:
1-1= 0
As a matter of fact, it is probably safe to say that none of my classmates could. Eventually after we learned and/or memorized the concept, our teacher began to reinforce the theory by making it practical to us [Enter the third circle of grade school hell]: word problems.
During that time, I hated word problems because they obscured the "raw data" and caused me to miss what I was to understand. Yet, now that I am an English major, I realize that maybe I was too busy analyzing the words instead of focusing on being in math class. At any rate, these word problems were forms of narratives for us. For a student who couldn't grasp the idea of 1-1=0, a story about how his two pieces of bubble gum turned to zero could make the information relevant.
Tuesday, October 21, 2008
Project Progress Report 1
So far, I have attended three regular meetings of the Clemson Gay Straight Alliance and one executive board meeting. I also spent some time at the table the club set up on the library bridge for coming out day.
Each meeting was organized differently. At the first one, a speaker was presenting her research on religious affiliation and attitudes toward homosexuality. The group engaged in a lively discussion as she presented her findings, some contributing their own experiences with religion. One young man talked about the Southern Baptist Church with which he was very involved. When he came out, the church community ostracized him, so that he was forced to leave. At the end of the talk, the executive board brought up some business manners. One member, "Max," who is new to the group this year, wanted the position of Diversity Liaison. But there was much confusion of what the position entailed. It is not in the Constitution and was created last year specifically for a graduate student who was interning in the Gantt Intercultural Center. Her job was to be the messenger between Gantt and CGSA. This year, none of the members work in the Intercultural Center. Max said that he wanted to make sure the organization was politically involved, but this didn't seem to be the job of the diversity liaison. After some arguing, in which it seemed that the majority of the members were confused, it was put to a vote and Matt was elected chief diversity officer. At the end of the meeting, some of us went to the front of the room to have our picture taken. These pictures were later mailed to all the faculty and staff who had gone through safe zone training. Some people chose not to be in the picture. We went through several different shots before the picture was pronounced good enough.
At the executive board meeting on Friday, the incident was brought up. The officers felt that the position of diversity liaison had not been explained correctly. They also seemed upset with the way some members who were not officers had taken over the voting process. Several of them thought it would have been better to eliminate the position of diversity liaison and allow Max to be a political chair. In this meeting, they also talked about plans for National Coming Out Week. Normally, it is just a day, but they chose to extend it to a week this year because the actual day fell on a Saturday. The main activity was manning a table on the library bridge all week with information about coming out and resources for the LGBT community. There was also an art exhibit with works by CGSA members in the Hendrix Center and a display of the bios of famous LGBT people in the library. The group's social chair, Bob, expressed disappointment at not being included in the committees for planning Coming Out Week and Winter Formal. He felt that others were horning in on his position. He had been so busy with other activities that he hadn't attended any meetings lately, so other people were taking initiative. This conflict was resolved by allowing Bob to be a contact person on all the committees. At the executive board meeting, the group also talked about revising the Constitution. When it was written, the organization established co-presidents, one male and one female. This was done because there was a lot of friction at the time between men and women and it was seen as a peacekeeping gesture. However, the members of the group seem to get along much better now, so the Constitution was revised to establish a president and vice-president. They also introduced procedures for the impeachment and resignation of executive officers.
I spent some time at the table during Coming Out Week. I noticed a significant change. Last year, students were reluctant to man the table. This year, there always seemed to be four or five people hanging out there. In order to get people to visit the table, the group offered free candy. Many people took advantage of this, but only a few took some handouts. Some asked questions about the group and then seemed embarrassed when they learned what it was. Most of the members manning the table sat and waited for people to approach them. But one young woman, "Ashley," was very outspoken. She yelled at all the passersby, offering them free candy. She also tried to convince others that the group could also be for straight people. At one point, she asked me if I was straight. The question caught me off-guard, but I answered "no." Ashley did manage to get more people to get candy, but she also made some people uncomfortable. There was some discussion of the banner placed in front of the table. We had two available, one with a tiger in rainbow colors and one with text on it about Coming Out Day. Some people, including me, preferred the tiger, but others thought it was scary.
That week's meeting, CGSA provided pizza and soda. They had advertized the meeting as a game night, so I was looking forward to playing board games. I was somewhat disappointed that it didn't happen. Instead, we gathered in a big circle for an icebreaker in which we said our names and acted out our favorite activity. Since there were so many of us, this took a long time. Then, we were asked to share coming out stories. Several people did. Most of them had had fairly positive experiences, but a few told stories of rejection by close friends and/or family members. Several people were not yet out to their parents. At this meeting, I also got to see the picture we had taken. It came out well. Most of us were smiling. I noticed that someone had photoshoped the banner with the rainbow tiger into the background.
At the most recent meeting, Max, the new diversity liaison, shared some articles from the Journal of Homosexuality. I noticed that all the articles were about gay men. Much research has been done on men, but there doesn't seem to be much information on women. After that, the executive members asked for feedback on Coming Out Week. Most of it was positive. Then they talked about winter formal. After some debate, the theme of a masked ball was picked. Last, we discussed fundraisers such as bake sales and selling the pictures we had taken. The president reminded us to pay our dues. After the meeting, some people remained to join the Winter Formal committee. I stayed to pay dues and then ended up joining the committee. I didn't really want to, but I felt obligated since I was depending on some of the members for a ride home.
That night, we didn't go directly home. Instead, we stopped at Monterrey's for dinner. We discussed sexuality while we were there. Of the six of us, three were bisexual, one was straight, one was gay, and one was transgendered. "Jody," is in the process of changing from a male to a female. She just started estrogen therapy and always dresses like a woman and wears make-up. She plans to have surgery later to make the transformation complete. Jody sees herself as a woman and prefers for others to refer to her that way. In fact, she sees herself as a straight woman. When I said something about her not being straight, I think I offended her a little. We talked about the process of a sex-change operation and about would and would not change. Jody said that her hips will remain narrow and that her breasts will probably not develop very much. She also expressed sorrow at not being able to have biological children, as she will not have ovaries or a uterus. This conversation at dinner made me think a lot. I thought about how difficult it must be to be transgendered and how much someone must want to change to undergo a sex change operation. I also thought about the ambiguity in CGSA. Although some members' sexuality is easy to determine, there are others we can't be sure about. I am one of the people that confuses others, but I also get confused myself. When I was hanging out in Edgars Underground, a girl I recognized from CGSA came over to talk to me. I wasn't sure whether she was just being friendly or flirting with me. In an organization like CGSA it can be difficult to tell, and I feel that it would be rude to ask someone. This ambiguity about gender and sexual orientation is something I would like to follow up. In a way, it makes it awkward for members to interact with each other until they are sure of each other's status.
Each meeting was organized differently. At the first one, a speaker was presenting her research on religious affiliation and attitudes toward homosexuality. The group engaged in a lively discussion as she presented her findings, some contributing their own experiences with religion. One young man talked about the Southern Baptist Church with which he was very involved. When he came out, the church community ostracized him, so that he was forced to leave. At the end of the talk, the executive board brought up some business manners. One member, "Max," who is new to the group this year, wanted the position of Diversity Liaison. But there was much confusion of what the position entailed. It is not in the Constitution and was created last year specifically for a graduate student who was interning in the Gantt Intercultural Center. Her job was to be the messenger between Gantt and CGSA. This year, none of the members work in the Intercultural Center. Max said that he wanted to make sure the organization was politically involved, but this didn't seem to be the job of the diversity liaison. After some arguing, in which it seemed that the majority of the members were confused, it was put to a vote and Matt was elected chief diversity officer. At the end of the meeting, some of us went to the front of the room to have our picture taken. These pictures were later mailed to all the faculty and staff who had gone through safe zone training. Some people chose not to be in the picture. We went through several different shots before the picture was pronounced good enough.
At the executive board meeting on Friday, the incident was brought up. The officers felt that the position of diversity liaison had not been explained correctly. They also seemed upset with the way some members who were not officers had taken over the voting process. Several of them thought it would have been better to eliminate the position of diversity liaison and allow Max to be a political chair. In this meeting, they also talked about plans for National Coming Out Week. Normally, it is just a day, but they chose to extend it to a week this year because the actual day fell on a Saturday. The main activity was manning a table on the library bridge all week with information about coming out and resources for the LGBT community. There was also an art exhibit with works by CGSA members in the Hendrix Center and a display of the bios of famous LGBT people in the library. The group's social chair, Bob, expressed disappointment at not being included in the committees for planning Coming Out Week and Winter Formal. He felt that others were horning in on his position. He had been so busy with other activities that he hadn't attended any meetings lately, so other people were taking initiative. This conflict was resolved by allowing Bob to be a contact person on all the committees. At the executive board meeting, the group also talked about revising the Constitution. When it was written, the organization established co-presidents, one male and one female. This was done because there was a lot of friction at the time between men and women and it was seen as a peacekeeping gesture. However, the members of the group seem to get along much better now, so the Constitution was revised to establish a president and vice-president. They also introduced procedures for the impeachment and resignation of executive officers.
I spent some time at the table during Coming Out Week. I noticed a significant change. Last year, students were reluctant to man the table. This year, there always seemed to be four or five people hanging out there. In order to get people to visit the table, the group offered free candy. Many people took advantage of this, but only a few took some handouts. Some asked questions about the group and then seemed embarrassed when they learned what it was. Most of the members manning the table sat and waited for people to approach them. But one young woman, "Ashley," was very outspoken. She yelled at all the passersby, offering them free candy. She also tried to convince others that the group could also be for straight people. At one point, she asked me if I was straight. The question caught me off-guard, but I answered "no." Ashley did manage to get more people to get candy, but she also made some people uncomfortable. There was some discussion of the banner placed in front of the table. We had two available, one with a tiger in rainbow colors and one with text on it about Coming Out Day. Some people, including me, preferred the tiger, but others thought it was scary.
That week's meeting, CGSA provided pizza and soda. They had advertized the meeting as a game night, so I was looking forward to playing board games. I was somewhat disappointed that it didn't happen. Instead, we gathered in a big circle for an icebreaker in which we said our names and acted out our favorite activity. Since there were so many of us, this took a long time. Then, we were asked to share coming out stories. Several people did. Most of them had had fairly positive experiences, but a few told stories of rejection by close friends and/or family members. Several people were not yet out to their parents. At this meeting, I also got to see the picture we had taken. It came out well. Most of us were smiling. I noticed that someone had photoshoped the banner with the rainbow tiger into the background.
At the most recent meeting, Max, the new diversity liaison, shared some articles from the Journal of Homosexuality. I noticed that all the articles were about gay men. Much research has been done on men, but there doesn't seem to be much information on women. After that, the executive members asked for feedback on Coming Out Week. Most of it was positive. Then they talked about winter formal. After some debate, the theme of a masked ball was picked. Last, we discussed fundraisers such as bake sales and selling the pictures we had taken. The president reminded us to pay our dues. After the meeting, some people remained to join the Winter Formal committee. I stayed to pay dues and then ended up joining the committee. I didn't really want to, but I felt obligated since I was depending on some of the members for a ride home.
That night, we didn't go directly home. Instead, we stopped at Monterrey's for dinner. We discussed sexuality while we were there. Of the six of us, three were bisexual, one was straight, one was gay, and one was transgendered. "Jody," is in the process of changing from a male to a female. She just started estrogen therapy and always dresses like a woman and wears make-up. She plans to have surgery later to make the transformation complete. Jody sees herself as a woman and prefers for others to refer to her that way. In fact, she sees herself as a straight woman. When I said something about her not being straight, I think I offended her a little. We talked about the process of a sex-change operation and about would and would not change. Jody said that her hips will remain narrow and that her breasts will probably not develop very much. She also expressed sorrow at not being able to have biological children, as she will not have ovaries or a uterus. This conversation at dinner made me think a lot. I thought about how difficult it must be to be transgendered and how much someone must want to change to undergo a sex change operation. I also thought about the ambiguity in CGSA. Although some members' sexuality is easy to determine, there are others we can't be sure about. I am one of the people that confuses others, but I also get confused myself. When I was hanging out in Edgars Underground, a girl I recognized from CGSA came over to talk to me. I wasn't sure whether she was just being friendly or flirting with me. In an organization like CGSA it can be difficult to tell, and I feel that it would be rude to ask someone. This ambiguity about gender and sexual orientation is something I would like to follow up. In a way, it makes it awkward for members to interact with each other until they are sure of each other's status.
Wednesday, October 15, 2008
Ethnography links
Here are the sites we looked at (or tried to) in class:
Fighting IT failure with ethnographic research [podcast] | IT Project Failures | ZDNet.com
A SAMPLE ETHNOGRAPHIC INTERVIEW on worship experience - good questions
Welcome to EPIC 2008 | EPIC 2008
Fighting IT failure with ethnographic research [podcast] | IT Project Failures | ZDNet.com
A SAMPLE ETHNOGRAPHIC INTERVIEW on worship experience - good questions
Welcome to EPIC 2008 | EPIC 2008
Annotated Bibliography Proposal
There are several workplace topics I have been thinking about for my annotated bibliography, mostly relating to women in the workplace. The readings we did a couple of weeks ago made me think about sexual harassment and working mothers among other things. It's been hard for me to narrow it down, but I finally decided on intra-office relationships. (This is the correct usage. Inter-office would be between different offices as opposed to the same office.)
I just saw an episode of "The Office" that dealt with that issue. (I've got hooked on the show recently). The human resources guy advised against intra-office relationships, but said that if a relationship was already begun the employees should fill out official forms and turn them in to the corporate offices. I'm wondering what real life corporate policies regarding relationships are. When I worked at a movie theater, I was told that we could date anyone on the same level as us, but no one above or below (meaning supervisors couldn't date the people they should be supervising). This makes sense, because of the imbalance of power; it would be difficult for an employee to break off a relationship with his/her boss without fearing repercussions. I think that intra-office dating (even among peers) is inadvisable, because of the inevitable awkwardness that would happen if the relationship ended. It's hard to maintain a professional attitude towards an ex.
That said, I have thought about Dan's post from a couple of weeks ago. It does make sense that we would be attracted to people at work, especially since we seem to be spending more and more time there. Just as students date classmates, co-workers may want to date. It may be difficult to find a suitable partner outside of the office. In this annotated bibliography, I want to learn how company policies involving intra-office dating have evolved and what issues are still problematic.
I just saw an episode of "The Office" that dealt with that issue. (I've got hooked on the show recently). The human resources guy advised against intra-office relationships, but said that if a relationship was already begun the employees should fill out official forms and turn them in to the corporate offices. I'm wondering what real life corporate policies regarding relationships are. When I worked at a movie theater, I was told that we could date anyone on the same level as us, but no one above or below (meaning supervisors couldn't date the people they should be supervising). This makes sense, because of the imbalance of power; it would be difficult for an employee to break off a relationship with his/her boss without fearing repercussions. I think that intra-office dating (even among peers) is inadvisable, because of the inevitable awkwardness that would happen if the relationship ended. It's hard to maintain a professional attitude towards an ex.
That said, I have thought about Dan's post from a couple of weeks ago. It does make sense that we would be attracted to people at work, especially since we seem to be spending more and more time there. Just as students date classmates, co-workers may want to date. It may be difficult to find a suitable partner outside of the office. In this annotated bibliography, I want to learn how company policies involving intra-office dating have evolved and what issues are still problematic.
Annotated Bibliography Proposal
The annotated bibliography for this study will analyze whether or not romantic work relationships affect an organization’s communicative environment. To learn more about this topic, representatives from various companies and position levels will be asked to describe their personal experiences and/or knowledge of amorous work relationships. Coupled with past ideologies about this topic, the results from this research will redefine or reaffirm the definition of professionalism and reveal how workplace values, rituals, and norms have changed or remained.
I have seen the effects of such relationships and how they affected communication and other relationships within my former place of employment. However, my experience is just one account of this subject. Hence, I do not seek to focus on the romantic relationships themselves; rather, I’ll investigate how other employees and the couples react to each other. This research should also reveal how the interaction between amorous couples and their colleagues affect the organization itself.
I have seen the effects of such relationships and how they affected communication and other relationships within my former place of employment. However, my experience is just one account of this subject. Hence, I do not seek to focus on the romantic relationships themselves; rather, I’ll investigate how other employees and the couples react to each other. This research should also reveal how the interaction between amorous couples and their colleagues affect the organization itself.
Tuesday, October 14, 2008
Taking on an observational role
I found these chapter's in Driskill and Brenton to be helpful as I continue my cultural analysis. I have already observed two regular CGSA meetings as well as a meeting of the executive board. In addition, I have helped to man the table for National Coming Out Week that was up all last week on the library bridge.
Looking at the four major observer roles, it is clear to me that I am a participant-observer. I feel that I am participating fully in the observation; when I attend meetings, I do not simply take notes in the back, but offer my input. I also volunteer my time outside of the meetings. At this point, it wouldn't be possible for me just to observe, because I was an active participant in the organization last year and am known by several other members. I have also let the members know of my role as participant observer. Because some members of the organization may wish to remain anonymous, I feel ethically obligated to tell them that I am observing them, although I also made it clear that my study will not be published and I will not use names. I also emphasized my status as a participant; I don't want the members of the organization to feel that I am only there to watch and take notes. I also enjoy attending meetings and socializing with members.
I am aware that I will not be an objective observer, but I don't think that it is ever possible to be completely objective. We all have our own biases which we bring to research. I think my status as a participant helps me in gaining the trust of members, so they will feel comfortable being honest when I interview them.
Looking at the four major observer roles, it is clear to me that I am a participant-observer. I feel that I am participating fully in the observation; when I attend meetings, I do not simply take notes in the back, but offer my input. I also volunteer my time outside of the meetings. At this point, it wouldn't be possible for me just to observe, because I was an active participant in the organization last year and am known by several other members. I have also let the members know of my role as participant observer. Because some members of the organization may wish to remain anonymous, I feel ethically obligated to tell them that I am observing them, although I also made it clear that my study will not be published and I will not use names. I also emphasized my status as a participant; I don't want the members of the organization to feel that I am only there to watch and take notes. I also enjoy attending meetings and socializing with members.
I am aware that I will not be an objective observer, but I don't think that it is ever possible to be completely objective. We all have our own biases which we bring to research. I think my status as a participant helps me in gaining the trust of members, so they will feel comfortable being honest when I interview them.
Sunday, October 12, 2008
Driskill and Brenton Chapters 5 and 6
The chapters on observation and interviews and surveys will not only be helpful to me for this study, but also for my thesis. Before reading these chapters, I had a general idea of how I should ask questions: create a trusting environment for the participant and ask open-ended questions. However, this reading has provided me with other pertinent variables to consider. For instance, I will first have to determine which observation role I will be in the study. This choice will affect the questions I ask, and possibly, the answers also.
Looking ahead, I foresee the following being a challenge for me as the interviewer:
-noting the mundane
-distinguishing/overlooking rituals
-using the bracketing technique
-accurately deciphering survey and/or interview results
These two chapters will serve as excellent guidelines for me as I conduct these two studies. At first, I was fearful about what my research will actually reveal. However, I know the first step toward improvement is recognizing my weaknesses. Writing a detailed plan will help me to address each of my challenges and should ensure that my research is focused and meaningful.
Looking ahead, I foresee the following being a challenge for me as the interviewer:
-noting the mundane
-distinguishing/overlooking rituals
-using the bracketing technique
-accurately deciphering survey and/or interview results
These two chapters will serve as excellent guidelines for me as I conduct these two studies. At first, I was fearful about what my research will actually reveal. However, I know the first step toward improvement is recognizing my weaknesses. Writing a detailed plan will help me to address each of my challenges and should ensure that my research is focused and meaningful.
Wednesday, October 1, 2008
Cultural Analysis Proposal
Clemson University, Clemson, SC
Submitted to: Dr. Susan Hilligoss
Presented by: April Davis
INTRODUCTION
The purpose of this study is to do a cultural analysis on Clemson University’s English Teacher Assistants’ (TA) communal work environment. Interviewing members of this group will reveal the how employees feel about their jobs, relationships with their superiors, and relationships with each other. Researching these factors will disclose the values and rituals of this group and will identify whether they share, embody, and reflect the values of their superiors and the program.
OVERVIEW STRUCTURE
Part I will provide an overview of the program (mission, structure, history) and discuss the methodology for the study itself. Part II will address four major themes of the study, which consist of the following:
· Community (structure, values, leadership)
· Perspectives on Teaching
· Rituals, Ideals, Narratives, and Practices
· Ethical Issues
METHODS
As a participant observer, I will interview and observe fellow TAs while also record my own observations. The interviews and observations will take place in or near the TA offices as to not interfere with their required office hours. Individual interview sessions will last approximately 5-10 minutes and the office observations for 30 minutes. The participants will be asked questions individually, and then conversational topics will be asked of the group as a whole. The comments from these talks will be recorded in detail. The interview participants will be any TAs currently in the office.
ANALYSIS
This cultural study will use the root metaphor approach. In such, each of the four major themes will be analyzed according to two of the three major research traditions of root metaphor:
· Culture as shared cognition
- Thought process and patterns of logic
· Culture as systems of shared symbols
- Language, nonverbals, and organization semiotics
Major Themes:
Theme 1: Community
Theme 2: Perspectives on Teaching
Theme 3: Rituals, Ideals, Narratives, and Practices
Theme 4: Ethical Issues
CONCLUSION
This study will measure how well or poorly assimilated TAs are with the English department’s values and goals. While not the focus of this study, the results may potentially yield some correlation between TA work ethic and satisfaction to ENGL 103 students’ comprehension.
Submitted to: Dr. Susan Hilligoss
Presented by: April Davis
INTRODUCTION
The purpose of this study is to do a cultural analysis on Clemson University’s English Teacher Assistants’ (TA) communal work environment. Interviewing members of this group will reveal the how employees feel about their jobs, relationships with their superiors, and relationships with each other. Researching these factors will disclose the values and rituals of this group and will identify whether they share, embody, and reflect the values of their superiors and the program.
OVERVIEW STRUCTURE
Part I will provide an overview of the program (mission, structure, history) and discuss the methodology for the study itself. Part II will address four major themes of the study, which consist of the following:
· Community (structure, values, leadership)
· Perspectives on Teaching
· Rituals, Ideals, Narratives, and Practices
· Ethical Issues
METHODS
As a participant observer, I will interview and observe fellow TAs while also record my own observations. The interviews and observations will take place in or near the TA offices as to not interfere with their required office hours. Individual interview sessions will last approximately 5-10 minutes and the office observations for 30 minutes. The participants will be asked questions individually, and then conversational topics will be asked of the group as a whole. The comments from these talks will be recorded in detail. The interview participants will be any TAs currently in the office.
ANALYSIS
This cultural study will use the root metaphor approach. In such, each of the four major themes will be analyzed according to two of the three major research traditions of root metaphor:
· Culture as shared cognition
- Thought process and patterns of logic
· Culture as systems of shared symbols
- Language, nonverbals, and organization semiotics
Major Themes:
Theme 1: Community
Theme 2: Perspectives on Teaching
Theme 3: Rituals, Ideals, Narratives, and Practices
Theme 4: Ethical Issues
CONCLUSION
This study will measure how well or poorly assimilated TAs are with the English department’s values and goals. While not the focus of this study, the results may potentially yield some correlation between TA work ethic and satisfaction to ENGL 103 students’ comprehension.
Tuesday, September 30, 2008
Women at Work
The subject of women at work is particularly interesting to me. For most of my childhood, my father was the primary breadwinner, working long days and traveling often. My mom stayed home to raise my two brothers and me. Even though I did have friends whose mothers worked, I thought that the way my family did it was the norm. I imagined growing up, getting married, and having children just like my mother. I knew I was going to go to college, but I didn't see myself having a career.
Since then, I have had a complete change of heart. I know that I don't want to be a housewife. Although I love children, I've never been particularly good at cooking or cleaning. I feel that I would get more satisfaction out of a career in which I can use my talents. However, I still want children. From what I have observed, many women never feel that they are balancing careers and family. I fear that the same thing will happen to me.
I have read the book, I Don't Know How She Does It, which is mentioned by EG&T on page 200. The main character, Katie, is an extremely successful investment banker. Although she is good at her job, she always feels like a failure when it comes to spending time with her two young children. She can't help but feel she is neglecting her duty as a mother when she works. The book's title comes from the constant refrain of, "I don't know how she does it," when other people speak of the main character. This statement strikes her as ironic, because she feels that she isn't doing it. She compares herself to stay-home mothers who are completely involved in their children's lives.
Katie also thinks about the differences between women and men. Working fathers are not thought to be neglecting their children. In fact, they are seen as fulfilling the role of provider for the family. Now, more and more fathers are actually spending time with their children. Katie mentions that it is easy for fathers today to be better than their own fathers. They can do this just by knowing how to change diapers and take the kids on family outings on Saturdays. But mothers who work will inevitably see themselves as worse than their own mothers as they leave their children to be raised by nannies and serve them microwaved dinners instead of home cooked meals.
So I'm wondering how I will feel when I have children. Will the time I spend at work seem like time I should be spending with them? Hiring another woman to be a mother to my children when I'm away does not seem like the answer to the problem. With advances in technology, many people are working from home. But it seems in that situation, a woman wouldn't be able to give her full attention either to her work or her children. Personally, I don't multi-task well. Is there any good solution for women who want to have careers and children?
Since then, I have had a complete change of heart. I know that I don't want to be a housewife. Although I love children, I've never been particularly good at cooking or cleaning. I feel that I would get more satisfaction out of a career in which I can use my talents. However, I still want children. From what I have observed, many women never feel that they are balancing careers and family. I fear that the same thing will happen to me.
I have read the book, I Don't Know How She Does It, which is mentioned by EG&T on page 200. The main character, Katie, is an extremely successful investment banker. Although she is good at her job, she always feels like a failure when it comes to spending time with her two young children. She can't help but feel she is neglecting her duty as a mother when she works. The book's title comes from the constant refrain of, "I don't know how she does it," when other people speak of the main character. This statement strikes her as ironic, because she feels that she isn't doing it. She compares herself to stay-home mothers who are completely involved in their children's lives.
Katie also thinks about the differences between women and men. Working fathers are not thought to be neglecting their children. In fact, they are seen as fulfilling the role of provider for the family. Now, more and more fathers are actually spending time with their children. Katie mentions that it is easy for fathers today to be better than their own fathers. They can do this just by knowing how to change diapers and take the kids on family outings on Saturdays. But mothers who work will inevitably see themselves as worse than their own mothers as they leave their children to be raised by nannies and serve them microwaved dinners instead of home cooked meals.
So I'm wondering how I will feel when I have children. Will the time I spend at work seem like time I should be spending with them? Hiring another woman to be a mother to my children when I'm away does not seem like the answer to the problem. With advances in technology, many people are working from home. But it seems in that situation, a woman wouldn't be able to give her full attention either to her work or her children. Personally, I don't multi-task well. Is there any good solution for women who want to have careers and children?
Saturday, September 27, 2008
October 1 Readings
I truly enjoyed this week's reading assignment. Perhaps my favorite text was Angela Trethewey's "Disciplined Bodies: Women's Embodied Identities at Work." I found her description of about women in the workplace incredible, particularly how she describes how "Women go to great lengths to avoid appearing out of control or undisciplined" (13). Her use of the term 'discipline' in this context put a completely different spin on the professional female identity. Moreover, Trethewey describes how some women try to walk the fine line of dressing "appropriately" feminine while acting aggressive enough to be taken seriously in male-dominated industries. This section made me think of one of my former superiors. "Red", as I'll call her, was a well-groomed, attractive, aggressive, well-paid (bluntly) b***h. Many times when I saw her, I used to think, "Here comes hell in heels." I wasn't alone in my assessment of her: even our clients thought so.
Contrary to what many of the women in Trethewey's study said, "Red" was so aggressive, forthcoming, and brutal in her dealings with her male counterparts that I often was amazed that she actually "allowed" a man to marry her and was capable of giving birth! Moreover, I found myself either disliking her for looking the "feminine role" and being so brashly opinionated or admiring her for challenging the status quo and solidifying her place within the company. This observation refers back to Trethewey's point that women are usually each others' biggest critics (13).
EG&T chapter seven focused on identity and difference in organizational life. Again, I found this chapter very interesting to say the least. First, page 204 distinguishes between report talk (men) and rapport talk (women). As I reflect on my experience in the workplace, I found that although I tried to engage in report talk, I usually ended up using rapport talk. Now that I think about it, perhaps this is why the male executive suggested that I was "robbing Peter to pay Paul" because he saw my conversational maintenance as a form of trickery through relationship building. Then, I would have argued that it was just my personality to talk to people as people and not talking heads. Yet, as I examine the differences in gendered identities, perhaps I did participate subconsciously to a certain degree.
Although I would like to speak on emotion labor, I would like to share a comparison to the examples used in the Frame 4: Gendered Narratives in Popular Culture section. Specifically, page 215 discusses the various ways in which the airline industry used women to "sex up" its appeal. Immediately, I thought about the James Bond movie, "Goldfinger", in which female pilots, such as the leader, "Pussy Galore", are superb airplane navigators, but are assumedly unqualified to do anything else but serve under the supervision male business tycoon Goldfinger.
Contrary to what many of the women in Trethewey's study said, "Red" was so aggressive, forthcoming, and brutal in her dealings with her male counterparts that I often was amazed that she actually "allowed" a man to marry her and was capable of giving birth! Moreover, I found myself either disliking her for looking the "feminine role" and being so brashly opinionated or admiring her for challenging the status quo and solidifying her place within the company. This observation refers back to Trethewey's point that women are usually each others' biggest critics (13).
EG&T chapter seven focused on identity and difference in organizational life. Again, I found this chapter very interesting to say the least. First, page 204 distinguishes between report talk (men) and rapport talk (women). As I reflect on my experience in the workplace, I found that although I tried to engage in report talk, I usually ended up using rapport talk. Now that I think about it, perhaps this is why the male executive suggested that I was "robbing Peter to pay Paul" because he saw my conversational maintenance as a form of trickery through relationship building. Then, I would have argued that it was just my personality to talk to people as people and not talking heads. Yet, as I examine the differences in gendered identities, perhaps I did participate subconsciously to a certain degree.
Although I would like to speak on emotion labor, I would like to share a comparison to the examples used in the Frame 4: Gendered Narratives in Popular Culture section. Specifically, page 215 discusses the various ways in which the airline industry used women to "sex up" its appeal. Immediately, I thought about the James Bond movie, "Goldfinger", in which female pilots, such as the leader, "Pussy Galore", are superb airplane navigators, but are assumedly unqualified to do anything else but serve under the supervision male business tycoon Goldfinger.
Sunday, September 21, 2008
Foucault and EG&T Chapter 6
The reading selections from EG&T and Foucault were great complements to each other. The EG&T chapter introduces and discusses critical approaches to organizational communication. Essentially, this critical approach, or challenging the status quo, is similar to Foucault's "The Discourse on Language," which focuses on breaking cycles. For starters, I observed that neither disciplines nor ideologies are absolute or neutral as they assume to be: both are social constructs. As Foucault explains,
"A discipline is not the sum total of all the truths that may be uttered concerning something; it is not even the total of all that may be accepted, by virtue of some principle of coherence and systematisation, concerning some given fact or proposition. [They] ...consist of errors as well as truths [and] ...must fulfil certain conditions, in a stricter and more complex sense than that of pure and simple truth: at any rate, other conditions" (223).
By that same token, ideology "shapes and limits our social constructions of reality by providing a sense of what is good, right, and possible" (190). Power emerges from ideology and is imposed on employees by higher-ranking officials as well as the manufactured consent and concertive control of the employees themselves. This ideological control, or hegemony, is what many organizations want from their employees: for them to internalize the goals of the organization. The IBM narrative is a prime example of how hegemony functions and how employees are indoctrinated to uphold the values and rituals of an organization.
On another note, EG&T discuss how resistance challenges organizational power and control. According to Deetz's, critical theory entails both adopting a particular role and a way of life characterized by critical modes of being (being filled with care, being filled with thought, and being filled with good humor) (189). Recently, I received an email that is an example of good-humor resistance. As a disclaimer, I would like to confess that I, April Davis, am guilty of the following and seriously need to adhere to the advice mentioned below. The email reads as follows:
CDC Alert:
The Centers for Disease Control has issued a medical alert about a highly contagious, potentially dangerous virus that is transmitted orally, by hand, and even electronically. This virus is called Weary Overload Recreational Killer (WORK). If you receive WORK from your boss, any of your colleagues, or anyone else via any means whatsoever - DO NOT TOUCH IT. This virus will wipe out your private life completely. If you should come into contact with WORK, you should immediately leave the premises. Take two good friends to the nearest grocery store and purchase one or both of the antidotes - Work Isolating Neutralizer Extract (WINE) and Bothersome Employer Elimination Rebooter (BEER). Take the antidote repeatedly until WORK has been completely eliminated from your system. You should immediately forward this medical alert to five friends. If you do not have five friends, you have already been infected and WORK is controlling your life.
"A discipline is not the sum total of all the truths that may be uttered concerning something; it is not even the total of all that may be accepted, by virtue of some principle of coherence and systematisation, concerning some given fact or proposition. [They] ...consist of errors as well as truths [and] ...must fulfil certain conditions, in a stricter and more complex sense than that of pure and simple truth: at any rate, other conditions" (223).
By that same token, ideology "shapes and limits our social constructions of reality by providing a sense of what is good, right, and possible" (190). Power emerges from ideology and is imposed on employees by higher-ranking officials as well as the manufactured consent and concertive control of the employees themselves. This ideological control, or hegemony, is what many organizations want from their employees: for them to internalize the goals of the organization. The IBM narrative is a prime example of how hegemony functions and how employees are indoctrinated to uphold the values and rituals of an organization.
On another note, EG&T discuss how resistance challenges organizational power and control. According to Deetz's, critical theory entails both adopting a particular role and a way of life characterized by critical modes of being (being filled with care, being filled with thought, and being filled with good humor) (189). Recently, I received an email that is an example of good-humor resistance. As a disclaimer, I would like to confess that I, April Davis, am guilty of the following and seriously need to adhere to the advice mentioned below. The email reads as follows:
CDC Alert:
The Centers for Disease Control has issued a medical alert about a highly contagious, potentially dangerous virus that is transmitted orally, by hand, and even electronically. This virus is called Weary Overload Recreational Killer (WORK). If you receive WORK from your boss, any of your colleagues, or anyone else via any means whatsoever - DO NOT TOUCH IT. This virus will wipe out your private life completely. If you should come into contact with WORK, you should immediately leave the premises. Take two good friends to the nearest grocery store and purchase one or both of the antidotes - Work Isolating Neutralizer Extract (WINE) and Bothersome Employer Elimination Rebooter (BEER). Take the antidote repeatedly until WORK has been completely eliminated from your system. You should immediately forward this medical alert to five friends. If you do not have five friends, you have already been infected and WORK is controlling your life.
Saturday, September 13, 2008
September 17 Response
If someone told me prior to starting this program that the engineering "field" was really about writing, I would not have believed that person. I had come to understand engineering as scientifically based and the information produced from it as factual. Yet, as Dorothy Winsor's "Engineering Writing/Writing Engineering" delineates, engineers actually "... inscribe a written representation of physical reality and then use more writing to build agreed-upon knowledge and their own characters..." (68).
Winsor suggests that this "knowledge" that engineers impart in their writing is neither created by a machine nor just exists on its own, but is formed through communication with other similar texts. Interestingly, these reports, which supposedly are factual by nature, are only accepted as "facts" if other engineers are convinced of the validity of the information contained in them (60). This ritual of approving or rejecting a document enforces the values within the engineering field/culture; the approved reports are both symbolic manifestations of these values and integral elements in the construction of knowledge.
Slowly backing off of my soap box, I would like to end this response on another note. According to the Microsoft Word 2007 application, a synonym for the word engineer is "persuade". How fitting that this definition coincides with one of Winsor's main points! The English major in me started to wonder about other words that could be associated with what an engineer might do: make, structure, build, craft, shape, and form - all words that involve manipulation of some sort.
Winsor suggests that this "knowledge" that engineers impart in their writing is neither created by a machine nor just exists on its own, but is formed through communication with other similar texts. Interestingly, these reports, which supposedly are factual by nature, are only accepted as "facts" if other engineers are convinced of the validity of the information contained in them (60). This ritual of approving or rejecting a document enforces the values within the engineering field/culture; the approved reports are both symbolic manifestations of these values and integral elements in the construction of knowledge.
Slowly backing off of my soap box, I would like to end this response on another note. According to the Microsoft Word 2007 application, a synonym for the word engineer is "persuade". How fitting that this definition coincides with one of Winsor's main points! The English major in me started to wonder about other words that could be associated with what an engineer might do: make, structure, build, craft, shape, and form - all words that involve manipulation of some sort.
Wednesday, September 10, 2008
EG&T Chapter 5
Two additional points I'd like to make regarding the reading was the concept of "cult-like" cultures (p. 138-139). I completely believe that my last job reflected each of the characteristics of this kind of culture. Specifically, during my first year with the company, I drove to the corporate headquarters to participate in six separate training (drone indoctrination) sessions. While there, we were told what to believe and how to convince our customers about becoming lifetime customers. This example was just the tip of the iceberg.
This point brings me to my second point: why I left the company. I left because I reached a turning point in my life. I no longer saw myself as needing to work for that company, as the "organization" had convinced us that we did. I realized that my life was much more than making some rich old guy in St. Louis rich while I worked 11-12 hour days for pennies. Hence, I broke the endless, four year cycle that I had become accustomed to and applied to graduate school.
This point brings me to my second point: why I left the company. I left because I reached a turning point in my life. I no longer saw myself as needing to work for that company, as the "organization" had convinced us that we did. I realized that my life was much more than making some rich old guy in St. Louis rich while I worked 11-12 hour days for pennies. Hence, I broke the endless, four year cycle that I had become accustomed to and applied to graduate school.
One Clemson?
As I read about organizational culture and Dan's and April's blogs about the tension between the individual and the organization, Clemson University immediately came to mind as an example of an organization with a distinct culture.
Since President Barker announced that his goal is for Clemson to become one of the top twenty public research universities as listed in U.S. News and World Report, administrators have been targeting various categories the magazine looks for and trying to improve them. At this time, diversity is highly valued in the United States. Colleges and universities across the country are seeking to recruit "diverse" individuals, and Clemson is no exception. I feel that it's unfortunate that institutions of higher education seem to be seeking only racial diversity, but that's another topic. The point is that Clemson is recruiting "minorities" and international students in their quest for diversity.
As soon as students arrive at Clemson, they are encouraged to assimilate into the Clemson family while simultaneously valuing diversity. This year, all incoming freshmen participated in a program called "One Clemson," which was intended to teach them about other cultures they might might be encountering for the first time in college. Yet, while they are taught that all cultures have inherent value, they are also told they should become part of the "Clemson family." They should wear a lot of orange, especially on Fridays, and participate in Clemson traditions such as tailgating and going to football games.
My point is that I find it ironic that we recruit diverse students for their cultural differences and then try to assimilate them into our culture. To use metaphors we learned about immigration in American history, is Clemson a melting pot or a tossed salad? Is it possible for students to become members of the Clemson family while retaining their individuality? Of course, this is the classic tension between individuals and groups, and it can't be easily answered. Ideally, we should try to find a balance between our individual beliefs and our organizational ties. I saw an example of this one Friday. A woman, who I assume was Muslim, was wearing an orange Clemson T-shirt over a long-sleeved shirt with a long scarf and a traditional head scarf. Although she retained the clothing customary of her culture and religion, she also participated in the Clemson tradition of wearing orange on Friday. Maybe that's the kind of Clemson family we're pursuing, a tossed salad with an orange dressing (if you can follow my metaphor.)
Since President Barker announced that his goal is for Clemson to become one of the top twenty public research universities as listed in U.S. News and World Report, administrators have been targeting various categories the magazine looks for and trying to improve them. At this time, diversity is highly valued in the United States. Colleges and universities across the country are seeking to recruit "diverse" individuals, and Clemson is no exception. I feel that it's unfortunate that institutions of higher education seem to be seeking only racial diversity, but that's another topic. The point is that Clemson is recruiting "minorities" and international students in their quest for diversity.
As soon as students arrive at Clemson, they are encouraged to assimilate into the Clemson family while simultaneously valuing diversity. This year, all incoming freshmen participated in a program called "One Clemson," which was intended to teach them about other cultures they might might be encountering for the first time in college. Yet, while they are taught that all cultures have inherent value, they are also told they should become part of the "Clemson family." They should wear a lot of orange, especially on Fridays, and participate in Clemson traditions such as tailgating and going to football games.
My point is that I find it ironic that we recruit diverse students for their cultural differences and then try to assimilate them into our culture. To use metaphors we learned about immigration in American history, is Clemson a melting pot or a tossed salad? Is it possible for students to become members of the Clemson family while retaining their individuality? Of course, this is the classic tension between individuals and groups, and it can't be easily answered. Ideally, we should try to find a balance between our individual beliefs and our organizational ties. I saw an example of this one Friday. A woman, who I assume was Muslim, was wearing an orange Clemson T-shirt over a long-sleeved shirt with a long scarf and a traditional head scarf. Although she retained the clothing customary of her culture and religion, she also participated in the Clemson tradition of wearing orange on Friday. Maybe that's the kind of Clemson family we're pursuing, a tossed salad with an orange dressing (if you can follow my metaphor.)
Sunday, September 7, 2008
Organizational Culture in Action: Part 1
As I read this homework selection, I thought of two ideas. First, this book's definition of organization was particularly interesting to me. It states on page 4 that, "Organizations are places that carry us from cradle to grave by shaping our sense of identity, role, and meaning in life." Initially, I rejected this notion because I believe that I determine my own life's trajectory, not other people. Yet, the more I thought about it, I wondered, "Would I really know what it meant to be an individual if I were not once part of an organization?" The response to my question came in two different forms.
First, I thought of Kenneth Burke's concept of segregation and congregation. Surely, I could not have understood individuality and understand myself without playing a role in an organization. Secondly, I recalled a class exercise in which my group had to analyze the following paraphrased statement: "People spend their whole lives living in boxes just so they can end up in one." Although this example was speaking more of expressing individuality, it shows how organizational cultures define and shape how people understand their personal, social, and professional roles.
The other topic that piqued my interest was the difference between being organization insiders and outsiders. I used to wonder why companies hired outside consultants, who knew nothing about the problems within the company, to tell employees how to communicate effectively. As table 1.1 shows, an outsider is less familiar with an organization's dynamic and can thus "see more" (11). Even when I used to complain to my family about problematic situations at work, they would sometimes respond with, "Oh, that is just this" or "That means you just need to do that." In my opinion, the situations were always much more complicated, but as outsiders, they were able to see the grand scheme. Although their outsider perspectives seemed to trivialize my situation and offered another perspective, they were still partial. My take on situations was much different because I was an insider; yet, I was also biased because I was too familiar with the operations of the organization to make obvious or reasonable conclusions.
First, I thought of Kenneth Burke's concept of segregation and congregation. Surely, I could not have understood individuality and understand myself without playing a role in an organization. Secondly, I recalled a class exercise in which my group had to analyze the following paraphrased statement: "People spend their whole lives living in boxes just so they can end up in one." Although this example was speaking more of expressing individuality, it shows how organizational cultures define and shape how people understand their personal, social, and professional roles.
The other topic that piqued my interest was the difference between being organization insiders and outsiders. I used to wonder why companies hired outside consultants, who knew nothing about the problems within the company, to tell employees how to communicate effectively. As table 1.1 shows, an outsider is less familiar with an organization's dynamic and can thus "see more" (11). Even when I used to complain to my family about problematic situations at work, they would sometimes respond with, "Oh, that is just this" or "That means you just need to do that." In my opinion, the situations were always much more complicated, but as outsiders, they were able to see the grand scheme. Although their outsider perspectives seemed to trivialize my situation and offered another perspective, they were still partial. My take on situations was much different because I was an insider; yet, I was also biased because I was too familiar with the operations of the organization to make obvious or reasonable conclusions.
Thursday, September 4, 2008
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