Ambiguity and Choice in Organizations |
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Page 49
... become problematic . When experience is ambiguous , ordinary theories of learning and adaptation become problematic . When success is ambiguous , ordi- nary theories of motivation and personal pleasure become proble- matic . " The ...
... become problematic . When experience is ambiguous , ordinary theories of learning and adaptation become problematic . When success is ambiguous , ordi- nary theories of motivation and personal pleasure become proble- matic . " The ...
Page 195
... become : 1. Plans become symbols . Academic organizations provide few " real " pieces of feedback data . They have nothing closely analogous to profit or sales figures . How are we doing ? Where are we going ? An organization that is ...
... become : 1. Plans become symbols . Academic organizations provide few " real " pieces of feedback data . They have nothing closely analogous to profit or sales figures . How are we doing ? Where are we going ? An organization that is ...
Page 317
... become too heavy for the department leaders because of the growth in the department . The leaders had to be relieved of some routine work . ( b ) The growth had also made the " section " unfit as an administra- tive unit . Too many ...
... become too heavy for the department leaders because of the growth in the department . The leaders had to be relieved of some routine work . ( b ) The growth had also made the " section " unfit as an administra- tive unit . Too many ...
Contents
People Problems Solutions and the Ambiguity | 24 |
Attention and the Ambiguity of Selfinterest | 38 |
Introduction | 54 |
Copyright | |
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3rd grade teacher academic accepted action active administrative allocation alternative ambiguity architecture arena assembly attention attitudes August 27 behavior beliefs candidates chairman choice opportunities choice situations College concerns conflict consider criteria deadline dean decision process decision-making demands desegregation discussion District educational effects energy expect faculty members formal participation full professors garbage garbage can model goals hierarchical house meeting ideology implementation important individual interpretation involved issues junior faculty leaders leadership less major ment non-leaders non-tenured faculty norms Norway Norwegian November 25 observed October 29 Olsen Oppland organization organizational choices outcomes parents perceived percent political position possible problems and solutions procedures professional proposal question rational relatively relevant reorganization response result school committee search committee self-ratings social structure teacher group Telemark tenured theory tion Tromsø Trondheim University of Bergen University of Oslo variables Vice-Chancellor vote