深层组织:公共管理和领导力发展项目中的组织观点

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
M. Knudsen, M. Larsson
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引用次数: 1

摘要

本文研究了公共管理和领导力发展计划中固有的组织观点。研究组织观点很重要,因为它们指导和框架了组织成员的行动。在被调查的管理和领导力发展项目中,组织观点是一种语言上的话语表达,在经验上是无能的,但它仍然被提供给经理们作为指导。受克利福德·格尔茨(Clifford Geertz)的宗教概念的启发,我们建议将所呈现的组织观点概念化为深层组织。该分析对公共管理和领导力发展计划的文献有所贡献,因为它唤起了人们对组织的隐性概念的关注,这些概念一方面为管理者提供了动力和权威,使他们能够对不断波动的经验组织进行日常排序,另一方面在某种程度上使管理者免受基于经验的学习的影响。深层组织的概念扩展了我们对组织假设的分层本质的理解,通过这种假设,表面上的矛盾可以得到处理。在讨论中,我们概述了分析后的组织观的三个重要含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The deep organisation: The organisational view in a public management and leadership development programme
This article studies the organisational view inherent in a public management and leadership development programme. Organisational views are important to study as they guide and frame the actions of the members of the organisation. In the management and leadership development programme under investigation the organisational view was a linguistic-discursive representation that was empirically inept, but which nevertheless was offered as a guide to the managers. Inspired by Clifford Geertz’s notion of religion we suggest conceptualising the presented organisational view as the deep organisation. The analysis contributes to the literature on public management and leadership development programmes by calling attention to the implicit concepts of organisation that on the one hand provide managers with the motivation and authority to carry out their daily ordering of the constantly fluctuating empirical organisation, while to some extent making managers immune to experience-based learning on the other. The notion of the deep organisation expands our understanding of the layered nature of assumptions about organisations, through which seeming contradictions can be handled. In the discussion we outline three important implications of the analysed organisational view.
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来源期刊
Teaching Public Administration
Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
23.50%
发文量
27
期刊介绍: Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.
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