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Organizational change often involves the creation of work teams. This research examines how the creation of self-managed work teams within a particular organization affects perceived communication. Previous research suggests that self-managed teams would socially construct a different view of the organization especially as it relates to power than would those in traditional organizational departments. Attitudes about communication and power within the organization are analyzed in nine self-managed teams and five traditional departments. This analysis is conducted through both qualitative and quantitative means. Group comments and discussions are used in a qualitative analysis. Multidimensional scaling is used to reveal underlying attitudinal differences the self-managed teams and traditional departments may have about others within the organization. Two different scales are used to measure perceived attitudes about relationships to management and others within the organization. The first scale is modified from a family communication patterns instrument and is used to measure the analogous equivalent of the supervisor/subordinate (parent/child) relationship within the organizational family. The second scale explores the perceptions of cooperativeness, competitiveness, and independence between groups. Finally, a value ranking is used to measure perceptual differences the groups have about the organization's view of the customer. The results of this research suggest some differences exist between the two groups regarding perceptions of power and management Differences about perceptions related to boundaries suggests self-managed teams will construct a different reality as a function of their group. Results regarding perceptions of others and perceptions of the organization's view of customers were mixed. It cannot be strongly concluded that these differences exist as a function of the self-managing teams or because of the types of jobs members in self-managing teams hold. Due to a number of constraints researching in this particular organization, further examination and validation of findings were not possible. Most of the teams, for example, had been together for only two months. A possibility for future research may include some longitudinal studies.

People in organisations often have difficulty communicating with each other about their understanding of the problems of the organisation. The Dramatistic Approach is an organisational inquiry method, based on a notion of ?script?, which assists people in organisations to discuss interpersonal communication problems. A ?script? is defined in this document as being an unconscious socialised social routine. The purpose of this thesis is to document an inquiry into ?Human sculpture?, a process using dramatisation to facilitate discussion about the notion of ?script? in the organisational setting. The inquiry method is action research in the post positivist research paradigm, and is written in four chapters. The use of the notion ?script? within the disciplines of therapy and organizational studies is examined. The appropriateness of the positivist paradigm for human inquiry is debated, reaching the conclusion that a post positivist paradigm needs to underpin a human inquiry of the nature of the inquiry about ?Human sculpture?. The nine cycles of the inquiry are documented. The learnings which have emerged from this inquiry are discussed, addressing the primary focus of the inquiry, the procedure and facilitation of ?Human sculpture?, as well as two secondary focii which emerged, the notion of ?script? and the facilitation of a human inquiry / Master of Science (Hons) Social Ecology

Oral communication processes in organisations are complex. Verbal interactions, social contexts including cross-functional organisational culture, and emerging information systems projects, present staff with bewildering issues to deal with through communication processes. To explore communication in this rich setting, the research reported in this thesis applied a social perspective to the functions of oral communication processes, drawing on ideas from two appropriate systems for model development, to construct a generic interpretive methodological model for participatory soft systems methodology in action research. The model aims to examine organisational social contexts through the eyes of front line staff, and attempts to construct new perspectives through actively participating and communicating with stakeholders on various levels. The situated inquiry is concerned with communication practices and behaviours in the context of implementing information systems modules in public sector, higher education institutions.The research closely examines the established communication processes and behaviours between stakeholders of the information systems enveloped within the organisation’s culture to ascertain certain issues, reasons and solutions to overcome current problems suffered by the ‘human element’ as a whole when attempting to implement a quality information systems module to meet both direct, and indirect stakeholders expectations. Using Grounded Theory, an innovative methodological framework emerged as a result of conducting the research within the selected situated inquiry. The Progressive Learning Process model was implemented to further enhance stakeholder’s communicative behaviours and practices. This multifaceted model is comprised of interlinked, and overlapping phases; those are: (a) co-operative inquiry methods, to determine social context and culture, which included purposeful recruitment of participants, and used an assortment of methods; (b) reflections and discourse analysis, which included various processes, and counselling approach to constructing new realities and jump starting change through collaboration and open dialogue; (c) purposeful action, which included putting ideas and theory into practice to create further ideas and theory. Applying the selected methodology to the situated inquiry appears to preserve complexities of communication in organisational setting, and enhance individuals capabilities that are required when managing expectations of Senior Management. / Doctor of Philosophy (PhD)

Thesis (M.S.)--University of Missouri--Rolla, 2007. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed November 26, 2007) Includes bibliographical references (p. 52-58).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 159-162). Also available on the Internet.

Thesis (M.A.)--Boise State University, 2009. / Includes abstract. Includes bibliographical references (leaves 86-88).

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 159-162). Also available on the Internet.

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

Thesis (M.B.A.)--University of Hong Kong, 1987.