SOC: 431
Employment and Workplace Change
Analytical Paper for Dr. Markowitz
Alison Crane
Spring 2001

 
         The nature and role of organizational metaphors are that they allow one to better understand organizations and management.  Applying and analyzing the metaphors to real life workplace situations hones ones ability to skillfully and intuitively create a broad range of options and possibilities in interpreting and solving organizational problems.
         I will be applying my knowledge of workplace metaphors to the organization for which I have worked for the past five years, the Academic Support Center at XYZ Community College.  The support center provides academic services such as free tutoring to a campus of about 10,000 students of which 73% are female and about 47% are racial minorities.  More specifically, I will be focusing on the Supplemental Instruction program.  Because there is a need at the college to increase student retention, the school has adopted this non-remedial academic assistance program.  The model had first been successfully utilized at the University of Missouri - Kansas City.  The program targets classes that are traditionally difficult for students to pass.  As a Supplemental Instruction (SI) leader my role is to behave as a “model student”.  I attend class, read assigned material and take notes with the students then conduct out - of - class group learning sessions where I facilitate the group to process the course material.  For the past three years, I have served as an SI leader targeting Sociology 101.

         The culture metaphor defines an organization as at its very existence a cultural phenomenon.  All organizations will develop a culture based on such factors as that organizations particular stage of development, its body of knowledge and even its history.  Within organizations, subcultures will arise and patterns of culture will be created through the constructed realities of the members who share knowledge beliefs, ideas and day-to-day ritual.
         One characteristic that makes up the culture metaphor is that organizations will develop a distinct type of “corporate culture” in which certain aspects of culture such as values, norms, beliefs and even language will form into a pattern of shared meanings in such a way as to give an organization a distinct personality.  One can derive much information about an organization’s “corporate culture” by observing its day-to-day functioning.  The everyday life experiences of an organization and the people in it are the very artifacts that help to give an organization its own unique cultural flavor. An organization’s culture is constructed by the organization itself.  In order to analyze the culture metaphor existing in my workplace, the Academic Support Center, I will examine its everyday symbolism such as images, physical impressions, beliefs, values norms, etc. to discover the culture encoded in the organizational ethos.
         When one observes the physical surroundings of the room in which I work, one can infer that it is an informal place of learning.  The room housing the ASC is grand in size.  Dozens of tables and chairs are dispersed throughout the room in order to accommodate several tutoring groups at a time. The walls are adorned with pictures sporting inspirational witticisms and quotes that are meant to be motivational to students.  For example one wall hanging houses the picture of a long distance runner crossing the finish line and the quote quips “the race is not always to the swift...but to those who keep running.”  Tables and chairs are in abundance and can easily be grouped together to accommodate either large or small groups of students at a moments notice.  Chalkboards on wheels can be moved around to meet specific tutorial needs and mark territorial space. For example, tutors’ often use the chalkboards themselves to define their domain by positioning them partition-like between their group of students and the other groups next to them, thus creating a private, intimate and informal area in which to conduct a tutorial session.  This helps in keeping with the belief that the Supplemental Instruction sessions should be casual and informal.
         Large windows covered with adjustable blinds allows for the proper amount of light to filter through and wall to wall carpet gives warmth and reduces and absorbs noise.   Overall, the physical surroundings lend an inviting, comfortable and cozy atmosphere that would be conducive to student learning.  The informality of the big room is different from the more rigid, structured classroom atmosphere thus keeping with the organizations cultural belief that out  -of - class learning, facilitated by a “peer leader” is less intimidating and more conducive to student learning.
         One popular belief or value of the organization is that student attendance is vital to the continuation of the program.  Being able to populate the sessions with students shows the department heads of the school that students are participating and therefore helps to ensure our department that funds will be provided to further the Supplemental Instruction program. Therefore, attendance sheets - papers that participating students sign - document the time of each SI leaders’ session and how many attended.  It is stressed that we are to fill these out each and every time.  The value of student attendance is evidenced at the meetings that are periodically held, in which statistical data regarding student participation for each SI leader is reviewed.  SI leaders with low attendance are asked to discuss what problems might perhaps be contributing to their poor student participation.  SI leaders with good attendance are asked to dispense tips, tactics and advice to boost other SI leaders’ numbers.  SI leaders with attendance of 40% or above have their names, in big, bold type, put on the door as a kind of reward system and in recognition of their ability to rally up students.  All of these situations are evidence of the cultural importance of student participation.
         Some of the language of the organization exists in buzzwords or catch phrases that are consistently used.   Slogans with the words “SI - Just Do It” and “SI - It Works” are peppered all over the walls, again emphasizing student success and promoting attendance.  As was earlier evidenced in the physical impressions, the language emphasizes the informality of the program as well.  In our introductions to the students we are instructed to espouse the informal, casual and non - intimidating learning atmosphere, mentioning that they can eat or bring their lunch to the center in the hopes that students will feel comfortable and more likely to participate.
         The SI leaders are understood to be key people of the organization and in much of the literature, training and organizational discourse, we have been labeled as “model students”.  Because of this, some of the cultural norms or “do’s and don’ts”  would support this belief system as well.  As SI leaders we must model excellent student behavior.  We are instructed to be on time, sit in the front of the class and take notes.  We are required to take tests along with the students.  This serves to ensure the instructors’ confidence in our academic abilities, shows the students our competence of the material with our good grades, and allows students to view us as more “peer-like” rather than as an instructor.
         Several reward systems are in place that is enveloped in the organizational culture.  A trophy is bestowed upon the SI leader who has had the best attendance for the semester.  A dinner is given in recognition and honor of this achievement in which all SI leaders laud and regale the guest of honor.   Again, as previously shown before, the message that these activities send is that attendance is of paramount importance.  No award is given to leaders whose students have a high percentage of “C” or better grades.
         Although many of the cultural aspects of the organization support positive student academic success and achievement, I believe that too much emphasis is placed on attendance or in persuading students to come to an SI session rather than on the actual students’ success itself such as would be evidenced by grades.  This unduly puts pressure on the SI leaders who through no fault of their own, just random selection, are in a class with either students who are not highly motivated or who have other classes or schedules that prohibit them from attending SI sessions.  The negative result of attendance emphasis is that one leader was caught misrepresenting his numbers.  He unscrupulously signed the attendance sheet with names of students who never even attended in order to pad his numbers.
         While student head counts are important to establish the legitimacy of funding a program like Supplemental Instruction, I would recommend that more emphasis be put on student achievements such as grades.  All the cultural aspects of the organization such as values, rituals and rewards could emphasize this.  For instance, trophies and honorable mentions could include those leaders who have the highest percentage of students with grades of a “C” or better.  This would help to promote and emphasize the reason the Academic Support Center exists in the first place - to foster students’ scholastic success.
         The primary perspective of the organization as organism metaphor is that it understands the importance of the organization and its relationship to the environment.  In other words, the metaphor understands that organizations are open systems, which are fluid and constantly undergoing change in relationship to its surroundings.  This can occur externally and internally. The metaphor is relevant and can be evidenced where I work.  For instance, the community college has taken into consideration the demographics and needs of the population to which it provides an education.  On a larger level, the college has taken the external nature of the environment into its organizing consideration.  Proof of this is its expansion of the nursing program.  The college is providing training and education in a field that is expanding and growing as the general population ages. More health care professionals will be in demand to care for the aging baby boomers. On a more internal level, the college recognizes that many of its students, in order to be accepted into such programs as nursing, must first complete courses which are typically difficult or “high - risk”  such as college algebra, chemistry and anatomy and physiology.  In utilizing the SI program, the college is employing a new, innovative strategy, which transforms the usual way students are taught and learn. The program targets high - risk courses rather than high - risk students.  The SI program targets those classes in which 40% of the students fail, thus fulfilling a need to help the students pass the class and to learn valuable study habits and skills that will keep them motivated and focused and able to continue their studies. This in turn increases student enrollment and tuition dollars.  The school recognizes that the SI program positively influences not only individual student health and well being, but college - wide organizational development  as well.  This continuous exchange with the environment is what allows the college to be defined as an “open system” in which the relationship between the environment and the internal functioning of the system is recognized as being symbiotic.  There is a state of interaction and mutual dependence in a situation where the college needs student bodies and tuition dollars in order to succeed and be fiscally viable and the students need to be successful in their academic endeavors in order to compete in today’s job market.  The SI program helps the college maintain a “good fit” between the organization and the environment.
         Contingency theory is part of the organism metaphor, which places an emphasis on an organizations ability to achieve a “good fit” with its environment. In attempting to achieve this “good fit”, our supervisor makes a concerted effort to employ appropriate people who will fit into the culture of the organization, i.e. people with interpersonal skills who can initiate a relationship with students and sustain a healthy rapport with the instructors and people who are committed to engaging students in the learning process.  For instance when hiring potential SI leaders, someone with excellent academic credentials but with poor interpersonal skills would be avoided.  Since the dominant ethos of the organization is that SI leaders are key people who must relate to students on their level in a non - intimidating manner, our supervisor would avoid seeking someone who didn’t establish that fit or balance.  For instance one individual that she hired was highly knowledgeable in the field that he was leading but because he insisted on wearing formal attire (dressing more like a teacher rather than student) and because he acknowledged to the students the fact that he held post-graduate degrees, they stayed away and he had virtually no participation, presumably because students felt intimidated.  He did not achieve a “good fit” because he did not fit the SI leader model, which is that SI should be peer facilitated.
         The organism metaphor also adopts the philosophy that organizations must meet the needs of the people who are employed and this often times can be achieved by the organizations structure and managerial style.  Our supervisor has always adopted a decentralized, autonomous, democratic, employee - centered kind of working environment.  We tutors conduct our work with very little supervision.  We are given full discretion and personal leeway as to how to conduct our sessions.  We are left to our own devices regarding records of our hours worked.   She instills trust by adopting an honor system whereby employees sign themselves “in” and “out.”  Adhering to the metaphor, she sees that employees are satisfied at many different hierarchical levels.  Despite the job of SI leader being part-time, the salary is rather good.  At 12 dollars an hour, it satisfies physiological needs.  Social needs are met through annual all-expenses-paid trips where leaders relax, socialize and bond.  Ego needs are met through “employee of the semester” awards and the sense of responsibility we derive from the job has lent a self-actualizing dimension to our work - that it is extremely rewarding to lead others in making a positive difference in their lives.
         Despite all of the above-mentioned benefits of working for an organismic organization, there are some drawbacks and limitations to the organization as organism metaphor  as applied to my place of employment.  Although harmony and selfless devotion to the students is stressed I would suggest that the program recognize that dissension and conflict is inevitable and not necessarily unhealthy.  I would like to see the program give more attention to the role of power a bit more.  For instance since high attendance is coveted and recorded, why not incorporate a little healthy competition into it.  Perhaps the SI leaders for the social sciences could compete with the SI leaders in mathematics for most student attendance.
         Another change that I would implement would to be to recognize that SI is not the “one best way” to remedy students’ academic course work needs.  As a model, it is not the one true form as it is sometimes portrayed.  One-on-one tutoring may sometimes better fulfill a students’ needs or perhaps students would more fully understand an assignment by discussing material with the instructor.  Furthermore, there are other academic resources on campus such as the writing and math labs or soft ware tutorials that could better serve students.  I would suggest that the ASC promote awareness that there are other options available.
         The organization as psychic prison metaphor explores the avenues by which people become unconsciously trapped by particular ways of thinking thus making change difficult.  The metaphor delves into the hidden human psyche of the unconscious mind in order to understand certain dimensions of organizational life.  One can apply a psychoanalytical, Freudian perspective of analysis to understand how employees’ personality traits have an effect on the organization.
        Another form of the organization as psychic prison metaphor contends that our anxiety over the dynamics of a situation causes us to become unfocused and lose sight of the needed tasks at hand.  Sometimes this aspect is revealed in the fight-flight response in which the group focuses its hidden anxiety onto a real or imagined enemy of some kind.  In much like the above aforementioned incident in which events can have a detrimental effect on an individual’s psyche, groups of people can be responsible for this behavior as well.  I remember this response pattern manifesting in my organization when the employees of the Academic Support Center heard rumors that the college was reorganizing, that our program was being shut down and that the Math and Science Learning Center was going to inhabit our space.  We members of the ASC soon projected our fear of job loss on to the members of the Math and Science Learning Center.  We viewed them as competition or “the enemy out to get us”.  As a result, gossip, name calling of a derogatory nature and hard feelings ensued between the ASC and the M&SLC.    When both factions discovered that our departments would be merged together, we had wasted so much time and energy in petty wrangling and conflict that we almost lost our ability to cooperate and cope with the current reality, which was that we would be working together.
         In both of these cases, trouble could have been deflected if we had acknowledged the unconscious paranoia that is prevalent in human modes of existence whether in individuals or group situations.  If, rather than judging the secretary’s behavior as weird and irrational we had recognized that her dysfunctional family situation had been the basis of her behavior we could have better helped her.  Perhaps her negative energy could have been released in a more positive form had she been given some time off or if we had expressed our concern and support.  I recommend that she should have been allowed to have “her space” and behave in the manner that she did, if just for a time, because to do otherwise would run counter to her very sense of self at the time and therefore be unhealthy to her psyche.
         In the situation with the Math and Science Learning Center we could have adopted more constructive ways to deal with fear.  Perhaps we could have solicited the M&SLC for mutual support and understanding rather than affixing them as the enemy. Rather than seeing them as a perceived danger we could have focused more on the situation at hand, confronting it with honesty and openness. We also should not have “jumped to conclusions” about the fate of our department.  The psychic prison metaphor is useful in helping us understand why and how people are attracted to single-looping.  Had we been more lucid and aware, we should have realized that double-looping would have actually given us more control and staved off our internal paranoia by allowing us to detect this behavior and initiate corrective action.
          The organization as a political system metaphor posits that organizations are political systems in which the relationships between conflict power and interests within individuals and groups must be understood. Power can be seen as a method by which conflicts of interest are resolved.  It can be viewed as a resource that determines who gets what, when and how.  Power can sometimes be wielded through ones control of scarce resources.
          In the organizational setting that in which I work, access to funds and money is limited and scarce especially for allocating something as seemingly frivolous as an out of town trip.  However that is precisely what my supervisor does.  She arranges for herself and all of the SI leaders to sourjourn on an all expenses paid trip/workshop usually to a very appealing locale like for instance San Francisco, California, where we are traveling this year.  This is quite a coup considering that we are part-time temporary workers.  There are many part-time employees working at the college in many different departments and some even working in the same capacity -that of educational assistant, but no other group enjoys the privilege and benefit of a trip.  How is my boss able to procure this trip?  The answer lies in the understanding and use of organizational sources of power.
         First of all, let’s explore the source of formal power my supervisor possesses.  She owns personality characteristics such as charisma, warmth and grace.  She is thoroughly liked and respected by her peers, associates, workers and students.  She has received several outstanding employee awards from the institution as well as some community - based service awards.  These qualities seem to legitimize her authority to wield some power in influencing the “powers that be” that approve these trips.
         Her ability to control resources like the money to finance a trip underpins the power structure between herself and her employees.  In a sense she owns the power because she has the discretion to apply for the grant for the trip.  We employees realize this so in a sense her power is used to buy loyalty and commitment from her workers.  We employees are instructed to control the decision process through our own power to control certain elements regarding the trip application procedure.  The built in assumptions and beliefs are that we employees will fill out the application in such a manner as to positively influence the outcome of the decision.   For example, one criterion for attending an out of town workshop is that we testify in writing that we have aspirations to teach.  This may not necessarily be true.  We are instructed how to influence the outcome of the decision by first filling out a sample application.  If it is not deemed persuasive enough we are instructed to “do a better job” and reminded that this trip is contingent on our ability to effectively convey valid reasons for wanting this trip.
         Another factor in my supervisor’s adeptness in obtaining the trip is the informal networks and alliances she has forged.  She is a close, personal friend to one of the persons responsible for approving the trips.  She is the godmother to this person’s child.  They lunch together frequently and perhaps because they are two of only a few black women who work professionally at the college, they have formed a social bond in which they derive strength, support and power for one another that is mutually beneficial.  And finally, my supervisor uses symbolic management as a source of power to secure the trip for her employees.  As a type of impression management, when she meets in front of the board for ultimate approval she dresses in a “power suit” and carries her black leather briefcase whereas on other days she does not take such care with her appearance.  She dresses to dramatize and enhance her power to convey the message that she has competence and authority and thereby deserves to have her demands met.  She is trying to shape the outcome with imagery of power to achieve her goals.
         Political systems are inevitable and endemic to all organizations whether they are openly discussed or not.  Power plays a constructive role in the creation of social order.  It is not necessarily dysfunctional to have a power structure in an organization.  Regarding the metaphor in my workplace, since I am a direct beneficiary of the power structure and its outcome is in my best self-interests, I would not necessarily change this policy because I directly benefit, and in thinking so, this metaphor allows me to understand how rationality is usually always political.  I can rationalize that this trip is justified because it is a learning experience or it makes up for not having medical benefits, however it suits my agenda to say so.  The metaphor allows me see myself as a political actor in the organization. The problem I see is that the organization stresses teamwork and a “we’re all in this together” ideology yet some employees are not invited on this trip such as the peer tutors and student office workers.  It would be more egalitarian and harmonious and create more unity if everyone were invited.  However from a pluralist perspective, this inequality can be used as a tool by my boss to compel the peer tutors to work hard and get promoted so they too can one day take this trip.  If the ultimate form of power lies in allowing the people involved to define the way in which politics is played, then policy would contend that the whole organization should have input as to where, when and who takes these trips.  Although this would solve the somewhat trivial problem of a trip, it does not solve the overall larger dynamics of power structures that are systemic in organizations and societies at large.
         Applying metaphors to real workplace situations enables one to effectively analyze and understand the strengths and limitations of the metaphors from a personal perspective not just metaphoric discourse.  All in all, the organization in which I am employed is a highly positive and affirming place to work.  I was nearly tempted to exaggerate situations to make them sound more contemptuous than they really were but refrained because to do so would not allow me the proper insights into my organizations structure (and besides that would be cheating and I would never do that). Learning and using organizational metaphors has helped me to become skilled and adept in recognizing and reading organizational situations in the workplace and has subsequently taught me how to apply real solutions to real problems.