This study explored change implementation communication from a multifaceted (more than one at any particular time) change perspective. It examined how employees make sense of and respond to the organizational coordination of multifaceted change efforts. The case of a merger provides the backdrop for which to understand the multiplicity and complexity of organizational change (both planned and unplanned) and how the communicative organizational response to these overlapping and subsequent changes both complement and compete with the initially introduced change. This project was organized into two studies. The first explored the messages stakeholders recall receiving from implementers about multifaceted change. The second tested the relationships between change messages and specific individual and organizational change outcomes. Thematic analysis revealed that implementers used four different change messages. Statistical analysis revealed that multifaceted change messages create higher levels of change satisfaction, message quality, change liking, and organizational trust. Moreover, messages including information about the multiplicity (or magnitude) produced the least degree of perceived deception, the greatest degree of coping efficacy, and higher degrees of organizational competency appraisals. / text

Not available / text

Not available / text

Not available / text

Not available / text

The purpose of this study is to further our understanding of organizational communication in collaborative interorganizational relationships (IORs) in the nonprofit sector. The specific communication practices of leadership and stakeholder participation were investigated during a 10-month ethnographic field study, which included meeting observations, in-depth interviews, and document analysis. Results indicate that collaborative IORs demonstrate a form of leadership that is distributed throughout the collaborative partners that mediates between common and competing interests and is sustained through communicative practices of casting vision, translating, asking, & listening. This enables collaborative IORs to foster collective action, despite the absence of formal authority structures. Additionally, this study demonstrates the reciprocal process of stakeholder participation needed to sustain collective action in collaborative IORs. Authentic participation is both provided to collaboration members through voice and opportunity, and provided to collaborative structures by collaboration members through contribution and commitment. Furthermore, the participation of multiple stakeholders in collaborative IORs gives rise to three communicative tensions: focus/inclusion, talk/action, and sector discourse/collaborative discourse. These tensions are balance through interaction between collaboration members as the continually negotiate the social order that constitutes collaborative IORs. Overall, these findings help us better understand the practices of human interaction that foster collaborative relationships among organizations, particularly health and human service organizations. This gives much-needed attention to the process of interorganizational collaboration, which complements the literature's dominant focus on antecedent conditions and outcomes. This research also draws more attention to the important social issues of communication and interaction in interorganizational collaboration, beyond the economic and resource-based theories so prevalent in past research. Theoretical implications and directions for future research are also discussed. / text

P & 0 Grindrod Logistics (Pty) Ltd (POGL) was the focus of study over a period of two years and served as the learning field for the systemic appreciation of complex problem resolution. Organisational conversation and communication surfaced as an issue within the organisation during this period of research and served as the system of interest (SOl) warranting further appreciation and understanding. This paper surfaces an understanding of the complex and emergent issues and dilemmas of the SOl through a process of generative learning, using systems thinking and a brief theoretical understanding of communication, as a multimethodological paradigm. The reflective approach was to gain knowledge and understanding of the SOl and then to subject the knowledge claims to validation. Various worldviews emerged, as to the causes and reasons for non-communication. This required the surfacing of personal issues and experiences, an understanding of emotions, appreciation for other's points of view, values, knowledge, perceptions, beliefs and ethics of the staff at POGL. A systemic appreciation facilitated the emergence and understanding of behaviours of the people, specifically as regards the leadership style and the knowledge-power position of that management style. During my research, my observation was that organisational conversations were limited to these issues, void of any strategic value or vision content. In most job functions including managerial positions, authority levels, empowerment, innovation, and creativity, was replaced with a command style leadership. People lived in fear of reprisal and did as they were told. Retrenchments and restrictions on capital expenditure, equipment maintenance and general day to day running costs, further limited team building, personal and organisational learning, by removing responsibility and authority and relocating this to the Executive Team. The absence of a communicated vision negatively affected commitment, productivity decreased, and focus and energy was lost. A culture of non-communication, namely, distrust, emotions, disrespect, and credibility, emerged as barriers to effective communication and were noted as concerns of the people. The proposed intervention is the creation of a learning organisation, with the purposeful construction of a strategy to enhance and maximise organisational learning. The process is designed as systems starting with leadership development, progressing through strategic conversation, a system to improve communication, recognition, reward and performance management systems and staff and management development. The overall objective is to improve organisational effectiveness. The intervention has developed as a generative learning process, ie the reflections of the two-year research process and the additional reflections and learnings from this paper. This was a conscious attempt to improve competitiveness, productivity and innovation, to understand uncertainties and the need for learning in order to improve adaptability and efficiency during these times of change and uncertainty in POGL. As evidenced from the literary review of systems thinking and the application to the issues in this organisation, we are dealing with a complex and dynamic environment. 'Learning enables a quicker and more effective response to this environment, increases information sharing, communication, understanding, increases the level of energy and excitement in individuals and the quality of decisions made in organisations.' (April, 2000:49) The whole process requires a culture change for the organisation and will take time. However, I am of the opinion that the inclusion of staff in organisational decision making complemented with staff development will improve innovation and creativity and promote a sustainable organisation. People desire to be part of a community, where expansive thinking is encouraged and recognition and reward part of the process of building trust and respect; where the people talk to one another, learn from each other in ongoing dialogue, exchange advice, coach and mentor each other. Success is in teamwork, personal mastery, a shared vision and developing leaders capable of dealing with the complexities of the present and the future. The five learning disciplines, namely, systems thinking, personal mastery, team building , mental models and shared vision are seen in this paper as a foundation and enhance aspiration, reflective conversation and understanding complexity. (April , 2000:52) Jack Welch, formerly of General Electric, quoted in April (2000:50) said of learning: 'Our behaviour is driven by a fundamental core belief: The desire and the ability of an organisation to continually learn from any source - and to rapidly convert this learning into action - is its ultimate competitive advantage.' / Thesis (M.B.A.)-University of Natal, Durban, 2003.

This research study examines the Job involvement among staff in the Faculty of Health Science, University of KwaZulu-Natal. The researcher conducted a literature review on how involved staff are in the their job, great turnover, remuneration and benefits. In a time where costs are mounting, budgets are shrinking and personnel shortages are common, it is increasingly important to provide a positive work situation to ensure work stability. Research indicates that job involvement and satisfaction are of a paramount importance to employees. This study examined the association of job involvement, job satisfaction, organizational culture and organizational commitment among staff in the Faculty of Health Science. The findings highlight the significance of these variables in relation to job involvement. This study revealed that staff are adequately pleased with their jobs, but continuously seek greener pastures, ensuring an increase in staff turnover. This has financial repercussions on the Schools as well as the Faculty at large. This study provides vital information and practical recommendations have been made.

Success is a something that every organization strives for, yet not all accomplish. This investigator reviewed the literature on organizational communication. Specifically, the study examined the use of communication audits as a management tool.The investigator conducted a study of the external publics/ customers, and publics/ staff members of a private, non-profit center. Additionally, the investigator- did an survey of Public Relations Society of America (PRSA) members who are with Fortune 500 companies throughout USA. The purpose was to probe the state of communication research in our country. Result's of the data showed that the use of research has slightly increased. However there is some skepticism regarding the value of public research. / Department of Journalism

The purpose of the study was to construct and test a theoretical subjective authority continuum model for institutions of higher education. The model designed consisted of two major parts:(1) a model for the classification of subordinates according to one of 16 subordinate types and (2) a subjective authority continuum presented as a horizontal line along which three interrelated zones expand and contract. The three zones on the subjective authority continuum are: (1) zone of indifference, (2) zone of analysis, and (3) zone of rejection.The zone of indifference is characterized as when subordinates carry out administrative requirements without resistance, or thought. The zone of analysis means the subordinate will analyze administrative requirements before complying or not complying. The zone of rejection means the subordinate will not willingly comply with an administrative requirement.Testing of the model was accomplished through the use ofquestionnaire type instrument. Thirty nine potential respondents were sent packets. Each packet included a test instrument. Twenty one of the selectees responded by returning the test instruments. The respondents were selected according to predetermined criteria. No individual identification of respondents was sought or received.The analysis of the responses was accomplished as follows:(1) The respondent was identified according to subordinate type. Subordinate type was determined by specific responses to four questions in part one of the test instrument. The four questions were relevant to three conditions: (a) superior-subordinate relationships, (b) personal professional values, and (c) attitudinal uniformity. There were three levels of combinations which resulted in 16 possible subordinate types. A respondent was identified as one subordinate type only.(2) Four specific situations were then given to respondents. That is, the four questions in part two of the instrument were designed to relate to four situations involving conflict, or a lack of conflict, of the three conditions determined as representative of subjective authority. That is, superior-subordinate relationships, personal professional values, and attitudinal uniformity.(3) Three responses were given for selection and a comments section was provided. The three given responses related directly to the three zones along the subjective authority continuum. The three responses and corrollary zones were:(1) I would ordinarily comply--representative of zone of indifference.(2) I would ordinarily take under advisement-representative of the zone of analysis.(3) I would ordinarily reject--representative of the zone of rejection.Analysis of the data supported the notion that subordinates can be identified according to type, and that subjective authority does exist within the academic department of the institution of higher education where the study was conducted. Further, operating professionals are sensitive to the three conditions given as necessary for subjective authority to exist. The majority o the respondents indicated a strong preference for superiors to demonstrate a high consideration for subordinates, while preferences for task involvement by superiors in tasks performed by subordinates was mixed. A majority of the respondents also indicated strong influence from personal professional values while all of the respondents which were identified by type, indicated strong influence from colleague attitudinal uniformity.The model is not intended to be a panacea. Other models, theories, and concepts should be considered when using the subjective authority continuum mode.