Introduction to the Demography Volume

[Excerpt] This volume represents another effort by Research in the Sociology of Organizations to focus on a crucial issue in organizational sociology. In some of the previous volumes, we concentrated on organizations and professions (Volume 8, 1991), the structuring of participation in organizations (Volume 7, 1989), and the social psychological processes in organizations (Volume 3, 1984). This volume concentrates on one of the most important emerging issues in organizational sociology—the issue of organizational demography

ILR Impact Brief – Supervisor Support, Employee Control Help NYC Firefighters Cope with 9/11

Although individuals often work in groups and groups function within a larger environment, researchers have rarely examined the effect of context on employees’ emotions, attitudes, or behaviors. This study uses the World Trade Center attack to generate and test a context theory concerning the impact on first responders of their involvement in a catastrophic event. The model details the way in which the climate (support from supervisors and employee control over the work environment) within discrete engine and ladder companies (work units) moderates the relationship between emergency response to the attack (the stressor) and the resulting emotional strain on the firefighters. Prior studies have shown that people’s exposure to critical incidents is associated with depression, anxiety, and stress that may begin immediately or surface months later. The severity of individual reactions varies and researchers have proposed several explanatory theories, including biological and psychological factors, the way people mentally process their experiences, and the array of physical and social/emotional resources at their disposal. The authors here draw on the latter two theoretical frameworks to formulate and test several hypotheses that help explain why New York City firefighters involved in 9/11 felt more or less emotionally wrought 18 months after the attack

Power Dependence in Individual Bargaining: The Expected Utility of Influence

This study examines the impact of certain dimensions of dependence on the expected effectiveness of an influence attempt in a two-person bargaining situation. Assuming the role of employer, employee, or outside observer, 1,056 college students estimated the utility of an attempt by an employee to influence his employer with respect to a pay raise under various conditions of dependence. The results show that respondents attributed greatest utility to the attempt when the employee had many alternatives (other job possibilities) and valued highly the outcomes at issue (a pay raise) and when the employer had few alternatives (other workers) and ascribed low value to the outcomes. The authors find that the power-capability hypotheses derived from power-dependence theory are supported by the two outcome-alternative dimensions but not by the two outcome-value dimensions. The latter are found to support commitment hypotheses

Power and Tactics in Bargaining

This paper develops and tests an analytical framework for analyzing the selection of tactics in bargaining. Using a variant of power-dependence theory, the authors propose that bargainers will use different dimensions of dependence, such as the availability of alternative outcomes from other sources and the value of the outcomes at stake, to select among different tactics. To test this model, the authors conducted two simulation experiments that portrayed an employee-employer conflict over a pay raise, manipulating four dimensions of dependence: employee\u27s outcome alternatives, employee\u27s outcome value, employer\u27s outcome alternatives, and employer\u27s outcome value. Within this context, respondents estimated the likelihood of each actor (employee, employer) adopting four tactics: self-enhancement, coalition, threat to leave, and conflict avoidance. The results of one experiment show that an actor\u27s own dependence, rather than his opponent\u27s dependence on him, is the primary basis for his evaluation and selection of tactics, and also that decisions regarding different tactics are determined by different dimensions of dependence. The results of the other experiment indicate that the opponent\u27s initial lactic affects the links between dimensions of dependence and an actor\u27s tactics, and the dimensions of dependence affect the propensity toward tactic matching

The Perception of Power

This study examines the impact of some basic exchange-theory variables, the value and scarcity of outcomes, on perceptions of Self and Other power in a conflict setting. Each respondent took the role of an employee in conflict with an employer, and assessed the magnitude of Self and Other (employer) power. Four variables are manipulated: Self’s outcome scarcity, the value of the outcome to Self, Other’s outcome scarcity, and the value of the outcome to Other. The results are consistent with predictions drawn from the Blau, and Emerson (a, b) treatments of dependence relations. The results suggest that the stakes contending parties have in a conflict encounter bear on power perceptions, and an elaboration of a recently formulated theory of power perception is undertaken on the basis of the data

Comparison of Dependence and Punitive Forms of Power

This paper deals with the impact of power on tactical action in conflict. The theory and research is organized around two conceptual distinctions: one between power based on dependence versus punitive capability, and the other between relative power (i.e., power difference) and total power in a relationship (i.e., across actors). The paper will argue that these distinctions are important on both theoretical and empirical grounds. Theoretically, they are important to explicate the connection between conceptions of power that stress the coercive foundation of power (Bierstedt 1950; Tedeschi, Schlenker & Bonoma 1973) and those that treat power as dependence (Bacharach & Lawler 1981; Cook & Emerson 1984; Cook et al. 1981; Emerson 1962, 1972a, 1972b; Molm 1985), as well as to understand the relation of power to tactical action. Empirically, these distinctions are important to the degree that different tactics available to actors are a function of disparate facets of the power relationship

Collective Bargaining Amidst Education Reform

[Excerpt] It is increasingly clear that the prospects for educational reform in America and the future of collective bargaining in public education are closely intertwined and becoming more so. The authors of this paper attempt to provide a framework for understanding both sets of developments and their interrelationships. Tracing the evolution of the current reform movement, then discussing the origins of the present system of bargaining in public education, we argue that reformers and bargainers alike are beginning to grapple with the same realities: new issues and new kinds of power that are inherent in the changing labor and product markets, work processes and management system of public education itself

Perceptions of Power in Conflict Situations

Subjects rendered judgments regarding the power of the participants in a series of conflictual circumstances where an adversary threatened a target. These situations manipulated four independent variables: (a) the adversary\u27s capacity to damage the target\u27s interests, (b) the adversary\u27s probability of actually attacking, (c) the target\u27s ability to block the impending attack, and (d) the target\u27s capacity to retaliate. Results showed that all of the independent variables affected the subjects\u27 judgments of the adversary\u27s power, while three of them (damage, blockage, and retaliation) affected judgments of the target\u27s power. Differences in the predictive equations for judgments of adversary power and target power were noted, and a theoretical model was formulated to explain these differences. This model, cast in terms of the patterns of control exercised over valued outcomes, sharpened the focus on remaining issues in power perception

Institutional assessment as an instrument of rationalization back to the school as a formal organisation

O papel central da avaliação, da avaliação institucional e dos processos de garantia da qualidade de escolas e universidades nas políticas educacionais é objeto de discussão, também considerando a reforma do Estado. As teorias da nova gestão pública e as perspectivas gestionárias são consideradas como algumas das principais fontes de inspiração e de legitimação no contexto dominante de uma educação contábil. Dados empíricos preliminares resultantes do processo de avaliação externa de escolas básicas e secundárias portuguesas são apresentados e interpretados de acordo com os principais conceitos e representações organizacionais de escola presentes nos relatórios externos. Examinando algumas das imagens e dos significados de escola, cultura de escola, autonomia, objetivos, liderança e eficácia presentes nos relatórios de avaliação, o autor releva a importância das imagens formais, racionais e burocráticas de escolas. Várias questões de investigação são apresentadas tendo por base aquilo a que o autor chama o processo da hiperburocratização das organizações educativas. Algumas dimensões do conceito de burocracia de Max Weber são revisitadas, em articulação com perspectivas neocientíficas de garantia da qualidade e com as tecnologias da informação e comunicação. O autor sugere que maior relevância deve ser atribuída aos modelos formais e racionais de interpretação das organizações educativas, pois os processos de avaliação e de garantia da qualidade estão a contribuir para a formalização de escolas e universidades e para a intensificação do seu processo de racionalização, isto é, para a emergência de uma imagem analítica das escolas como hiperburocracias.The central role of evaluation, institutional assessment and quality assurance processes of schools and universities in education policy is object of discussion also considering the reform of the state. New Public Management theories and managerialist perspectives are considered some of the main sources of inspiration and legitimation in the dominant context of an audit education. Preliminary empirical data from external assessment of Portuguese primary and secondary schools are introduced and interpreted according to the main concepts and organizational representations of school found in external reports. Examining some of the central organizational images and meanings of school, school culture, autonomy, goals, leadership and effectiveness included in the external reviews, the author stresses the importance of formal, rational and bureaucratic images of schools. Several new research questions are presented for further inquiry based on the hypothesis of what it is called by the author the process of hyperbureaucratization of educational organizations. Some of the main dimensions of the concept of bureaucracy as presented by Max Weber are revisited in close relation with neo-scientific approaches of quality assurance and taking in consideration the use of information and communication technologies. Accordingly the author suggests that much more importance must be given to formal and rational models of interpreting educational organizations because assessment and quality assurance procedures are contributing to the formalization of schools and universities and to the intensification of their process of rationalization, i. e., to the emergence of an analytic image of schools as hyperbureaucracies.(undefined