DOCONEOT RESUME

ED 175 049 CS 205 112

TITLE Business and Organizational Communication: Abstractsof Doctoral Dissertations Published in "DissertationAbstracts International," October 1978 through June1979 (Vol. 39 Nos. 4 through 12).

INSTITUTION ERIC Clearinghouse on Reading and CommunicationSkills, Urbana,

PCB DATE 79NOTE 15p.

EMS PRICE BF01/PC01 Plus Postage.DESCRIPTORS *Business Communication; *Communication (Thought

Transfer): Comparative Analysis; Doctoral Theses;Elementary Secondary Education; Empl...yer EmployeeRelationship; Group Relations: Nigher Education: JobSatisfaction; Orgailizational Climate: *OrganizationalCommunication; Research; Secondary Education:Teaching Techniques; Vocational Education; WritingSkills

IDENTIFIERS *Communication Research

ABSTRACTThis collection of abstracts is part of a continuing

series providing information on recent d2ctoral dissertations. Tbe 20titles deal with the following topics: written communicationcompetencies necessary in the accounting profession; the cooperativeschool approach to developing a communication network; organizationalcosmunication and faculty satisfaction; organizational climate andcommunication climate in schcols: open communication withinorganizations; the evolution of business letter writing:organizational mechanisms, employee use, and organizational outcomes:the effect of a structured communication process on perceived job -

satisfaction: organizational meeting skills; teaching businesscommunications: cognitive complexity and impression formation in anorganizational setting: a rules theory of organizationalcommunication: the influence of sex differences and organizationalstatus upon speech dominance in mixsex dyads: the effect of openoffice landscaping on communication; communication profiles baied

isx differences across organizations: career-orientedcommunications: communication and organizational change: the rhetoricof denominationalism: rhetorical sensitivity in firSt-linesupervisory relationships: and interprofessional consultation betweenschool administrators and school psychologists. (FL)

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THIS DOCUMENT NAS MN REPRO-DUCED EXACTLY Al RECEIVED PROMTNE PERSON OR ORGANITATION ORIGIN.LYING IT POINTS OP VIEW OR OPINIONSSTATED DO NOT NECESSARILY REM-SENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITiON OR POLICY

Business and Organizational Communicauion:

Abstracts of Doctoral Dissertations Published in Dissertation

Abstracts International, October 1978 through June 1979 (Vol. 39

Nos. 4 through 12)

Compiled by the staff of the

ERIC Clearinghouse on Reading and Communication Skills

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

University Microfilms

TO THE EDUCATIONAL RESOURCESINFORMATION CEN TER (ERIC)

The disiertation titles contained here are published with

permission of the University Microfilms International,

publishers of Dissertation Abstracts International

(copyrighte1978, 1979 by University Microfilms International),

amd may not be reproduccid without their prior permission.

This bibliography has been compiled as part of a continuing series designed

to make information on relevant dissertations available'to users of the ERIC

system. Manthly issues of Dissertation Abstracts International are reviewed

in order to compile abstracts of dissertations on related topics, which thus

become accessible in searches of the ERIC data base. Ordering information for

the disserta*ions themselves is included at the end of the bibliography.

Abstracts of the following dissertations are included in this collection:

Addams, Harvey Lon

OPINIONS OF PRACTICING ACCOUNTANTS:

WRITTEN COMMUNICATION COMPETENCIES

NECESSARY IN THE ACCOUNTING PROFESSION

Addison, Roger Maurice

AN EVALUATION OF THE COOPERATIVE SCHOOL

APPROACH TO DEVELOPING A COMMUNICATION

NETWORK

Area, Ronald Gilbert

ORGANIZATIONAL COMMUNICATION AND

FACULTY SATISFACTION IN INSTITUTIONS

OF HIGHER ELUCATION

Baugh, Steven Clare

ORGANIZATIONAL CLIMATE AND COMMUNICA-

TION CLIMATE IN SCHOOLS: A RELATION-

SHIP STUDY CONDUCTED IN SELECTED HIGH

SCHOOLS IN THE STATE OF UTAH DURING

THE SPRING OF 1978

Billups, William Henry

A COMPARATIVE FUNCTIONAL ANALYSIS:

OPEN COMMUNICATION WITHIN ORGANIZATIONS

Chute, Shirley Belle

THE EVOLUTION OF BUSINESS LETTER WR:TING

Duncan, Stewart Scott

THE RELATIONSHIP BETWEEN ORGANIZATIONAL

FEEDBACK MECHANISMS, EMPLOYEE USE, AND

ORGANIZATIONAL OUTCOMES

Floratoa, Nick Daniel

STRUCTURED COMMUNICATION PROCESS -

PERCEIVED JOB SATISFACTION: RIO

LINDA SCHOOL DISTRICT 1976

Gelinas, Mary Virginia

ORGANIZATION MEETING SKILLS: MIL

EFFECT ON SATISFACTION WITH MEETINGS

AND JOBS AND A SUGGESTED MODEL FOR

TRAINING

Hart, Maxine Barton

AN EXPERIMENTAL STUDY IN TEACHING

BUSINESS COMMUNICATIONS USING TWO

DIFFERENT APPROACHES: THEORY'AND

APPLICATION APPROACH VS. WRITING

APPROACH

Jackson, Herbert William

COGNITIVE COMPLEXITY AND IMPRESSION

FORMATION IN AN ORGANIZATIONAL SETTING:

A COMPARISON OF ALTERNATIVE THEORETICAL

ANB METHODOLOGICAL APPROACHES

McPhee, Robert David

A RULES THEORY OF ORGANIZATIONAL COM-

MUNICATION

Nassau, Bruce Allen

THE IlieLUENCE OF SEX DIFFERENCEiAND

ORGANIZATIONAL STATUS yip' SPEECH DOM-

INANCE IN MIXED-SEX DYAbt

Penrose, John Morgan, Jr,

THE EFFECT OF OPEN OFFICE LANDSCAPING

ON COMMUNICATION

Siegerdt, Gail Anne

AN EXPLORATORY STUDY OF COMMUNICATION

PROFILES BASED UPON SEX DIFFERENCES

ACROSS ORGANIZATIONS

-2-

Skelton, Terrance Michael

CAREER-ORIENTED COMMUNICATIONS: DETER-

MINING THE INSTRUCTIONAL NEWS OF THE

COMM'"/TY COLLEGE VOCATIONAL-TECHNICAL

STUDRN1

Taylor, James Allen

COMMUNICATION AND ORGANIZATIONAL

CHANGE: A CASE STUDY AND EMPIRICAL

ANALYSIS

Veitch, Robert Andrew, Jr.

THE RHETORIC OF DENOMINATIONALISM

Ward, Steven Anthony

RHETORICAL SENSITIVITY IN FIRST-LINE

SUPERVISORY RELATIONSHIPS: A.DE...

SCRIPTIVE AND CRITICAL INVESTIGATION

OF MANAGEMENT LITERATURE

Webster, Melvin Leroy

INTERPROFESSIONAL CONSULTATION BETWEEN

SCHOOL ADMINISTRATORS AND SCHOOL

PSYCHOLOGISTS IN CALIFORNIA UNIFIED

SCHOOL DISTRICTS: A COMPARISON OF COM-

MUNICATION FACTORS

'

OPINIONS OF PRACTICING ACCOUNTANTS: WRITTENCOMMUNICATION COMPETENCIES NECESSARY IN THEACCOUNTING PROFESSION Order No.7901691

ADDAMS, Harvey Lon, Ed.D. Brigham Young University,1916. 166pp. Chairman: Max L. Waters

The purpose of this study was to determine written com-munication competencies that are most important to ati ac-constant's job effectiveness and that should be taught to col-legiete accounting students.

As reported by 258 practicing accountants, collegiate ac-counting students should be taught the following projects:(1) narrative-audited and unaudited reports, (2) letters, anti(3) analytical reports involving comparisons or evaluation.

The writing skills that were reported as the most impor-.tent for teaching emphasis were (1) write concisely, (2) con-strurt smooth sentences, (3) choose clear word4 and (4) makeconclusions.

AN' EVALUATION OF '1HE COOPERATIVE SCHOOL AP-PROACH TO DEVELOPING A COMMUNICATION NETWORK

Order No, 7820662

AMMON, Roger Maurice, EcLD. Baylor University, 1978.11111m. Major Professor: Dr. Bill D. Lamktn

PROBLEM: The purposes of this study were to evaluate thecooperative school approach to developing interschool commu-ideation links and to document the processes or procedures bywhich communication links were established and developed bya grasp of pawl referred to as the hub. The information fromthis study may serve as a guide to others who establish a coop-'ratite school appt Jach to implement change.

PROCEDURE: The procedures involved an analysis of inter-views in order to determine trends and common statementsabout the communication network. Principals' logs, CentralT League (CTL) meetings, and evaluative data were alsoused ja this analysis. The eventa, processes or procedures

outlined and related to (1) the formal and informal corn-on links within the network, (2) the role of the facilita-

tors and (3) the rc of the hub. Standard methods of histori-cal siakreis and research were used In this study. To providea better understanding of this study, a brief history of theLeague of Cooperating Schools project, initiated by Goodiad andhts associates, and network organizational structures wereSummarized. The founding and the development of the CTLwas also considered.

FINDINGS: From the inception of the CTL network, theprincipals met monthly to exchange dialogue concerning the de-velopment of the CTL. Each school participated in a needs as-sessment and the identification of a school focus. In additionteachers and principals attended five all-CTL convocations fOrthe purpose of sharing and exchanging ideas pertaining to theCTL network. The hub and the CTL members organized sixteak forces to assist in the establishment of communicationlinks and the communication process. A newsletter was pub-lished twice a semester to inform the CTL network membersabout activities within the cooperating schools. Inter-schoolvisitations and conference calls were held on a regular basis.Tbe exchange of ideas was also accomplished through the es-tablishment of °pen-pals.°

"The hub developed communication strategies and activitiesencourage and establish communication links within the net-

work. These events, processes, or procedures included (1) thedevelopment of a participation agreement, (2) the identificationof books and articles concerning the League concept, (3) the useof a dialogue process within the network, (4) the completion ofa needs assessment, (5) the identification of a sthool focus,(6) the establishment of a principals' forum, (7) the establish-ment of a steering committee, (8) the establishment of severaltask forces, (9) participation in all-CTL concovations, (10) par-ticipation in topical conferences, (11) the establishment of inter-school visitations (12) participation in telephone conferenceCalls, (IS) participation in "pen-pals,' (14) the establishmentof a newsletter, and (15) the collection and dissemination ofevaluation data to the network members.

CONCLUSIONS: A number of conclusions evolved from thisstudy: 1. The hub developed a communication network by es-tablishing and reinforcing the dialogue between the membersof the CTL, 2. The hub encouraged the use of the DDAE pro-Cess in the development of the communication network. 3. Thehub organized topical conferences based on the needs of themembers of the CTL. 4. The hub developed a flow chart forimplementing effective change within the CTL, 5. The hub de-.veloped and organized a format for the CTL task forces.

In addition, the hub assisted the members of the CTL to seevalue in resources within the network., The hub linked the CTLmembers to resources both inside and outside the network.Further, the hub assisted the schools staffs in defining theirgoals and objectives.

ORGANIZATIONAL COMMUNICATION AND FACULTY SAT-ISFACTION IN INSTITUTIONS OF HIGHER EDUCATION

Order No. 7903641

AREA, Ronald Gilbert, Ed.D. Oklahoma State University,1978: 131pp.

Scope of Study: The purposes of this dissertation were toidentify ihe nature and frequency of occurrence of various or-ganizational communication components utilized by the officeof the dean and the faculty within three types of colleges infour senior institutions of higher education and to ascertainwhether any relationship between the level of communicationsatisfaction experienced by faculty and each component and/orfrequency of communication existed. Using a typology of orga-nisational communication developed by Farace, Monge, andRussell, seven components of communication and their rela-tionship to faculty satisfaction were examined. The sevencoMponents were: (1) prOduction, (2) maintenance, (3) innova-tion, (4) flexibility, (5) directionality, (6) initiation, and(7) types of message channils. The research design and pro-cedure involved answering four primary questions. The firsttwo were satisfied by using the Likert Scale Scoring Programto calculate the nature and the frequency of occurrence of thecommunication components. The last two questions were an-swered by testing certain hypotheses utilizing the Likert ScaleScoring Program, the Scattergram subprogram of SPSS, theTwo-Factor Mixed Design Analysis of Variance, and the New-man-Keuls' Multiple-Range Test.

Findings and Conclusions: It was Tevealed through the anal-ysis that the overall communication system within institutionsof higher education was slightly informal in nature. With re- °/meet to the formality of the seven components of communica-tion, differences were found within Colleges of Education, Artsand Sciences, and Business. Production components occurredoften and were the most utilized components of communicationin all colleges. The degree of flexibility in the communicationsystem fell between the °often occurs* and the 'sometimesoccure responses and was the least utilized component ofcommunication. Significant relationships were found betweenthe level of communication satisfaction experienced by facul-ties within all colleges and the formality of the communicationsystem and the seven comnunication components. Deans andother college administratois could enhance the level of facultysatisfaction by developing and utilizing an informal type com-munication system, by providing an opportunity for the facultyto participate in academi governancr, by minimizing produc-tion messakes, by providing counteracting incentives for fac-ulty when dissatisfactory messages are required, and by ex-amining the flexibility of the communication system and attemptto decrease rigidity wherever possible.

6

ORGANIZATIONAL CUMATE AND COMMUNICATION CLIMATE IN SCHOOLS: A RELATIONSHIP STUDY CONDUCTEDIN SELECTED HIGH SCHOOLS IN THE STATE OF UTAHDURING THE.SPRING OF 1978 Order No. 7901592

BAUGH, Steven Clare, Ed.D. Brigham Young University, 1978.297pp. Chairman: Glen F. Ovard

The purpose of this study was to determine the relationshipbetween organizatienal climate and communiration climate inselected'high schools in the state of Utah during the Spring of1978. The data were collected from the responses of fifty-fourprincipals and 160 teachers to the Organizational Climate De-scription Questionnaire and the Communication Climate Inven-tory, Pearson product-moment correlation coefficients werecomputed for each of the relationships determined from the re.sponses of the principals and teachers, as a whole and as sub-groups.

It was found that the relationships between: (1) organiza-tional climate and communication climate; (21 organizationalclimate and each of the six dimensions of communication cli-mate; (3) comnemication climate and the organizational clinuitedunensions of Dkengagentent, Hindrance, Esprit, Thrimt, andConsideration: and (4) each of the six dimensions of communi-cation climate and the organizational climate dimensions ofDismagement, Hindrance, Esprit, Thrust, and Considerationwere significant at the .05 level of confidence.

A COMPARATIVE FUNCTIONAL ANALYSIS: OPEN COMeMUNICATION WITHIN ORGANIZATIONS Order No. 7905244

BILLUPS, William Henry, Ph.D. State University of Newfrorkat Buffalo, 1978. 121pp.

Tbe relevance of open communication within organizationsis reiterated with respect to the structure, extensiveness, andspan of organizations. The research problem is not to estabash the importance of open communication but rather, simplystated, how can openness of communication be measured. Theanalysis of five existtng tools developed respectively by(1) Ind*, Seashore, and Georgeopouios, (2) Burke and Wilcox,(3) Jourard, (4) Rogers, and (5) Likert was used to answer theabove statement.

The purpose of the study was to compare the reliability andvalidity of the five instruments that measure open communica-tion, to determine which are reliable and valid as predictive ofthe level of openness.

This methodology may be characterized as a field study sur-vey of data gathered from members of a southeastern univer-sity campus. The faculty and staff of each department on cam-pus, as well as the student body, participated in this study.Subjects came from nine categories. namely. (I) chancellor'soffice, (2) academic (faculty), (3) fiscal, (4) student services,(5) development and planning. (6) freshman students. (7) soph-omore students, (8) junior students, and (9) senior students.A total of 407 questionnaires were sent: 305 indi.eduals re-sponded. Seventy-four point nine percent of the questionnaireswere returned.

All research hypotheses were supported at the .05 level ofstatistical probability. In general terms, the findings arelisted as follows:

1. The number of items in the instrument has no effect uponthe reliability and validity of the measuring instrument.

2. There is a difference in the dimension of openness beingmeasured depending upon the instrument chosen to use intesting.

3. There is a difference in the level of openness when wechoose to reveal information abeut nur personal selvesvs. what is revealed about our organizational selves.

Factor analysis was used to determine which tests or mea-sures belonged together, which tests virtually measure thesame things, and to what extent they do so. The factor matrix,using the principal factor method, was performed in order todetermine the common factor variance of the test scores.

Factor scores were generated for each test. These scoreswere grouped into upper and lower 25th percentiles to formgroups which were cross-tabulated to determine (1) tke reli-ability and the validity of the instrument used, (2) the dimen-sions of openness, and (3) organizational openness versuepersonal openness. The Fisher's exact method for 2 x2 tableswas utilized to determine if the teats were independent.

A comparison of test sensitivity and specificity was alsocomputed to assess the validity and reliability of each instru-ment, as well as to assess the different dimension of open-ness of each instrument as a test of hypothesis Ilo. Reliabil-ity and validity were reflected by high values of sensitivityand specificity. Measurement of different dimensions of opennese being tested by each instrument was reflected by low sen-sitivity and specificity scores. In conclusion, Jourard's instrument was found to be least reliable while Likert's tool was themost reliable of those tested.

THE EVOLUTION OF

CHUTE, Shirley Belle,197pn.

BUSINESS LETTER WRITINGOrder No. 7902889

Ed.D. University of Pittsburgh, 1978.

This study traced the history of business letter writing fromthe earliest correspondence known to western civilization untilthe present decade, a period of over four millennia. The toolsand materials associated with letter writing were included inthe study, especially where they have had an influence on howletters were written and why they have been preserved to the 'dpresent.

The historical research involve.' .1.rst of all the preparationof a working bibliography on the history of letter writing, theletter collections, and the books and manuals on letter writing.The search for original correspondence WAS then conducted inlibraries, archives, and museums both in North America andin Great Britain. The investigation revealed that business let-ters dating from the third millennium B.C. onward are avhilablefor study.

Letters in the ancient Mesopotamian civilizations were in-scribed on clay tablets with a wedge-shaped writing implement.These ftrst letters used variations of the opening formula 'Sayto A: Thus Saith B" that was merely the written form of thepreviously verbal instruction that would have been given to amessenger to repeat to the person for whom the meesage wasintended. This opening formula survived until the Middle Agesand would appear to be the precursor of the modern-day letterparts known as the inside address and the salutation.

The Greeks and Romans wrote their letters on paper madefrom the pith of the papyrus reed. The form "A to II, greetings"was used in their letter openings and the word "farewell' wasthe simple conclusion. Letters from the third century B.C. onwere usually dated.

Letters of the Byzantine period and the Middle Ageswere characterized by effusive greetings and blessings. Ex-tended closings continued in use into the last decadesof the nineteenth century with such leave takings as °I remain,your most h mble and obedient servant." During theseventeenth, eighteenth, and the early nineteenth centuri.es,the style of business letter writing changed little. Thebody of the letter often contained only one paragraph and thatparagraph included a variety of subjects on all phases ofthe daily life of the writer,

bj the middle of the nineteenth century, increased In-dustrial activity and better educational opportunities helped tobring about more efficient writing practices. The invention andadoption of the typewriter Nye further impetus to improvedbusiness letter writing procedures.

The twentieth century has seen the progression from thehandwritten, indented style of letter to a computer-producedmessage that can be transmitted electronically without paperand, of coin se, without the need for official postal services.

The study has shown that the business letter was amongman's first recor ,ed messages and that evidence of form andstyle may be obset red in the letters from the earliest perinds.

Further, the Study reveals that changes in business letter writ-Ins have occurred very slowly through the ages. Some of thetraditional letter parts have been retained today when they havebecome mere platitudes. It is hoped that this study will encour-age educators and businessmen to omit the salutations and clos-ing from tbe business letter and to concentrate instead on mes-Sages that are clearly and courteouely written in preparationtor the electronically transmitted communication that will re-plan the traditional business letter.

THE RELATIONSHIP BETWEEN ORGANIZATIONAL FEEDTO.CE MECHANISMS, EMPLOYEE USE, AND ORGANIZATIONAL OUTCOMES

DUNCAN, Stewart Scott, Ph.D. University of Southern Califor-nia, 1078. Chairman: Professor Robert T. Filep

In both industry and government, communication policymakers are using employee feedback mechanisms to improvethe flow of information upward through the organization. How-ever, to date few studies have been accomplished which probethe effects of there systems on either their employee users di:the organizations which sponsor them. This exploratory studyexamines questions of feedback system use and related impacton employees and organizations.

Four such mechanisms were examined: a telephonic com-plaint channel, letters sent to the editors of employee news-papers, complaints voiced throUgh interpersonal communicationwith an organizational ombudsman, and a job improvement sug-gestion program. Each system wait evaluated in terms of in-dividual perceived value, actual use, and derived satisfactionfrom system use. In addition, the utilization of these systemswas associated with oranizational stability and effectivenessvariables.

The environment of the study was 42 units of the U.S. Air 0Force. Data on perceptions of channel value, individual use,and resulting satisfaction were obtained from 417 questionmires completed by military personnel within these units.Data on organisational outcomes were obtained through co-ordination with program managers responsible tor these or-ganisation.

Major findings in this study are: (1) The inspector gen-eral System, an ombudsman channel, is highly valued, carriesmessages perceived as significant, and has the greatest ap-parent impact on unit stability and effectiveness. (2) Neitherthe telephone nor the newspaper channels appeared to have anysignifient relationship -vith unit stability and effectiveness.(3) Unit effectiveness appears posIttaily related to unit absen-teeism It appeared inversely related to unit attendance atmilitary sick-cr11.

'These findings suggest support of the inspector generalsystem with implications for future application of conteatanalysis techniques to help commanders forecast problemareas, prior to experiencing declining effectiveness withintheir units. Absentee and sick-call data may also be of valueIn the prediction of unit effectiveness. Programs such as themediated complaint systems and the job improvement channelmay require further study to determine what, if any, positiveimpact they may have on either individual system users ortheir sponsoring organizations.

STRUCTURED COMMUNICATION PROCESSPERCEIVEDJOB SATISFACTION: RIO LINDA SCHOOL DISTRICT 197S

Order No. 782843S

FLORATOS, Nick Daniel, Ed.D. Brigham Young University,1978. 103pp. Chairman: F. Del Wasden

The purpose of this study was to determine if a structuredcommunicative process of information sharing involving clas-sified and certificated pert ornel in the Rio Linda Union SchoolDistrict would bring about perceived change in job satisfaction.

The data indicated thab school district employees feel aneed for a structured communication system. The communica-tion system now in effect has had a positive effect, but it is inneed of modification.

ORGANIZATION MEETING SKILLS: THEIR EFFECT ONSATISFACTION WITH MEETINGS AND JOBS AND ASUGGESTED MODEL FOR TRAINING Order No. 7902004

GELINAS, Mary Virginia, Ed.D. University of Manachusetts,1978. 324pp. Director: Dr. Emma Cappelluzzo

The purpose of this study was to 1) present a new modelfor conducting meetings; 2) to propose a design to train peoplein the use of the new model; 3) to evaluate the training designin terms of the participants' reactions, learning, and behaviorchanges; and, 4) to assess the impact of the proposed meetingmodel on satisfaction with meeting id jobs.

The study was part of an over lining and evaluationeffort funded by he U.S. Office 's Alcohol and DrugEducation Program and implen I.egion VIII RegionalDevelopmental Reaource Cent ,ject of Awareness r ouse,Inc., in Oakland, California. The project involved 28 staffmembers of 12 social service agencies 1,14 a single county inOregon.

The meeting model proposed in the stuey is drawn largelyfrom the work of Doyl and Strauss (1878) in *How To MakeMeetings Work.*

The study was a time-series field experiment which in-cluded k fifteen-hour weekend workshop. A variety of mea-sures were used to VOWS* the training and its impa-t. Thestudy's findings were based on the data collected before train-ing and for two months after training.

Systematic observations of the participants at their regularstaff meetings and assessments of their satisfaction with theirmeetings and jobs were done prior to training and once a month'for two months after. Participants were also asked to com-plete post-training evaluations and to assess their own skilluse once a month for two months after training. The untrainedcolleagues of the participants were also asked to assess theirsatisfaction with their meetings at the same intervals as theirco-workers.

Results of the treining and the use of the meeting model in-cluded the following. The training was effective; the formatsof the agency meetings changed, the majority of the skills thatwere the focus of the training were used by the participants atsignificant levels.

The evaluations of the training indicated that the design thetrainers intended to implement, was implemented. The eval-uations also indicated that observing the trainers using the skillsand being able to practice them were two of the most helpfulcomponents of the desiin.

The use of the model impacted thie feelings of both thetrained participants and their untrained colleagues about meet-ings. The satisfaction with their meetings increased althoughthe satisfaction of the untrained colleagues increased morethan that of the trained participants. The items that increasedat significant levels for both groups concerned the participa-tion and productivity of the meetings.

Taere was no measurable change in the participants' satis-faction with their jobs.

AN EXPERIMENTAL STUDY IN TEACHING BUSINESSCOMMUNICATIONS USING TWO DIFFERENT APPROACHES:THEORY AND APPLICATION APPROACH VS. WRITINGAPPROACH Order No. 7910536

HART, Maxine Barton, Ed.D. University of Houston, 1978.211pp.

Puryyse .of.the.Study

The purpose of this study was to conduct an experiment todet9rm1ne which of two different approaches (the theory andapplication approach or the traditional writing approachlshouldbe taught to best meet the objectives of the business communi-cations class. The comparison was made by (1) evaluatingstudents' understanding of theory and principl , (2) evaluat-ing students skills in writing business correspondence andreports, and (3) evaluating students' abilities to analyze writ-ten business communication.

Procedures

The experiment was conducted in the spring, 1978, and in-calved tour business communication classes at Baylor Univer-sity Hankamer School of Business. The Experimental Groupconsisted of 59 students, and the Control Group consisted of80 students.

Two classes were taught by the traditional 'writing ap-proach. Members of this Control Group were assigned 19writing assignments. The two Experimental Classes were

, taught by the theory and application approach. They wereassigned 13 writing assignments and devoted 30 percent oftheir instructional classes to theory.

Testing ProgramIn order to measure and compare the gains acquired by

both groups, the students were pretested and posttested to de-termine their beginning knowledge and skills and any improve-ments made over the semester. The tests included:

1. Writing TestlForm A from the McGraw-Hill BasicSkills Systems which covers Language Mechanics, SentencePatterns., and Paragraph Patterns.

3. Teacher-made test over theory and principles.S. Teacher-made test of writing ability.During the semester, the students were given objective

tests over direct letters, indirect letters, persuasive letters,and written reports. In addition, the students wrote three testletters and a memorandum report in class. These test letterswere graded by two other professors and the researcher. Anaverage grade of the three evaluations was determined for eachletter. The students also analyzed three letters: direct, in-direct, and persuasive.

Objectives

Objective A: To make the students knowledgeable abouteffective communication behavior. Students should be able toearn a minimum grade of 70 percent on the objective tests(APPeedin

Objective B: To teach the students to commun: :ate moreeffectively through practice and evaluation of their sk . im-provement. Students should be able to earn a minimum gradeof 70 prent on the in-class writing assignments (Appendix0).

Objective C: To sharpen the students' analytical abilities.The students should be able to earn a minimum grade of 70percent on the in-class analyses of business writing such asletters and memos (Appendix I).

FindingsData for the Experimental Group showed that the students

met Objectives A, B, and C by scoring more than 70 percenton the teits of measurement. Data for the Control Groupshowed that the students did not meet Objectives A or C, butthey did meet Objective B.

The Experimental Group performed better overall. Theyscored higher on theory of communication and analysis of busi-ness messages, scored the same as the Control Group on prin-ciples; and by the end of the semester, they were writing aswell as the Control Group.Conclusions

Students who have formal instructior in theories of com-munication, with less writing practice, will:

1. develop greater knowledge of theory2. develop an equal degree of knowledge of principles

3. develop an equal degree of skill in effective businesswriting

4. and develop a better skill tn analyzing effective busi-ness writing than students who have had no formal in-struction in theories of communication.

COGNITIVE COMPLEXITY AND IMPRESSION FORMATIONIN ifit4 ORGANIZATIONAL SETTING: A COMPARISON OFALTERNATIVE THEORETICAL AND METHODOLOGICAL.APPROACHES Order No. 7820974

JACISOIR, Herbert William, Ph.D. University of Illinois atUrbana-Champaign, 1978. 155pp.

The pesent study was designed to examine the comparativeexplaaht.).7 value of four approaches to impression formationwhile fwusing on three factors considered important to co-worker reigtionships and person perception processes: (1) in-terpersonal affect, (2) degree of interaction, and (3) degree offunctional or evaluative dependence. An organisational settingwas chosen as an appropriate field setting in which to test pre*dictions derived from each of four conceptual positions: (1) copnifty* vigilance, (2) the degree of interaction hypothesis, (2) thepollywog hypothesis, and (4) cognitive balance. Each set ofpredictions was, in turn, tested against data detived from fearindices of the cognitive differentiation of impressions. Addi-tional indicators were extracted from instrument responses asthey appeared appropriate. Subjects selected eight target figuses from their repertoire of work associates and judged eachaccording to Bieri's Elicited Repgrid (ER), his Provided Repgrid (PR), and Crockett's Role Category Questionnaire (RCQ)procedures. A fourth indicator of differentiated impressionswas extracted from Elicited Repgrid responses: the numberof functionally unique dimensions of judgment (FUD). Intercor-relations between total scores on these measures were com-puted and served to indicate degree of convergent validity be.,tween instruments.

The eight target figures were defined by factoralising thecontrasting poles of the affective (negative and positive), inter-.action (high and low), and functional or enluative dependency(yes and no) factors. Statistical analysis of figure ratings en-ployed 2 X 3 X 2 analfses of variance with all three factorswithin subjects. These results served as a basis for testing a.series of predictions.

Based on the vigilanceapproach, perceivers were expectedto exhibit a greater differentiation in their ratings of negativefigures, specifically, those disliked co-workers who representedpersons to be avoided. In the present study, a relationship be-tween perceiver differentiation and personally significant, neg-ative figures seen as low sources of interaction was expected.Present ER-, PR- and FUD-based results did not supportexpectations. The frequency of interaction hypothesis iodic

tea greater differentiation would occur when perceivers evalua-tated personally and affectively significant colleagues. A greaterdifferentiation of (I) liked others who were frequently soughtfor non-work related interaction and (2) disliked others uponwhom perceivers were not dependent and could frequently avoidwas indicated by present RCQ-based data. Reasoning from twointerpretations of the pollyanna hypothesis, perceivers were ex-pected to exhibit either (1) greater verbal diversity (i.e., dif-ferentiation) when evaluating positive vs. negative others, or(2) greater reliance on evaluatively positive terms in ratingothers irrespective of attributed valence. Figure differentia-tion scores based on all measures did not support the first pre-diction. However, when the number of positive, PR-based at-tributions ascribed to each role figure was treated as a criterionscore, the second pollyanna-derived prediction wall confirmed.Taking a balance approach indicated that perceivers would re-veal a generally positive affective state when P-to-O relation-ships were seen as positive, sources of relatively high engage-ment and significant to the perceiver; a generally negativeaffective state was expected when relationships were seen asnegative and sources of relatively low engagement. The num-ber of positive and negative, PR-based attributions tended tosupport balance-derived predictions.

Present results also caused two, fairly important methodo-logical issues to surface: (1) a general lack of convergencebetween instruments and (2) highly divergent patterns of scorevariance across instruments. Analysis of the range and vari-ance of PR ratings, coupled with balance- and pollyanna-basedfindings, tends to show respondents as accommodating theirevaluations to the six-point scale associated with that instru-ment in such a way that figure ratings tend both to balancealong affective lines and to show a greater heterogeneity (and,therefore, differentiation) in their ratings of negative others.

A RULES THEORY OE ORGANIZATIONALCOMMUNIC AT ION Order No. 7900728

McPHEE, Robert David, Ph.D. Michigan State University,1978. 238pp.

This Study contains a statement of, and justification far, afetes theory of organisational communication. After an ana-lyticabeview of the rules paradigm articulated by DonaldCushman and his associates, certain variables and proposi-tions, which are the instantiations of that paradigm in the or-ganisational context, are posited, described, and argued for,

A theory of communication rules is based on the presump-tions that people communicate in order to coordinate; that tocommimicate, they require prior consensus on the meanings ofthe communication; that some consensual meanings (termedrules) have normative force because they conditice expecta-tions; that those rules have practical force when they are nec-essary for carrying out some social activity; and that practicalforce I. the basis for the explanatory power of rules. In thisstudy, such principles ground a functional theory of communi-cation rules; rule systems are so structured as to allow forthe communication necessary to coordinate activities.

Organizational communication rules are those designed toallow coordination of productive tasks between interdependentworkers. In fact, they are not just matters of repetitious rou-tine, but include rules of the following sorts: rules about in-forming and consulting, rules stipulating the possession of in-formation and decision powers, and rules stipulating validgrounds tor jointdecisions.

Such rules are functionally chniendent on some organiza-Ronal task. A joint choice model of task Interdependence rela-tions Is articulated, which allows a clear and organized rep-resentation of task interdependence in terms of exclusiveand exhaustive set of categories. Using that model, three typesof variables describing task interdependence are conceptuallyand operationally distinguished: patterning of interdependence,intensity of interdependence, and direction of interdependence.

While many different systems of organizational communi-cation rules might be used to allow coordination between in-terdependent workers, all workable rule systems for situationsinvolving fairly intense interdependence must have certain fea-tures in common. Several such features are listed under theheadings 'intensity of consensus,* *patterning of consensus,'°asymmetry of consensus," and 'complexity of consensus.*The rather complex relationships between this body of vari-ables and task interdependence variables are stipulated andargued for in the dissertation text.

Interdependence has an impact both on the systems of rulesused in organizations and on the social systems that teach anduse the rules. There are three distinct kinds of social en-tities which sustain organizational communication rules, la-beled °task structures,"hierarchical control structures,' andsassociational structuri s° herein, Which structures will bepresent and dominant in controlling which rule systems de-pends, once again, ot k relations between employees. Thethesis ends with a deitort ion of the precise relationships be-tween task variables and these social structures.

THE INFLUENCE OFNIZATIONAL STATUSMIXED-SEX DYADS

SEX DIFFERENCES AND ORGA-UPON SPEECH DOMINANCE IN

Order No. 7823810S.

NASSAU, Bruce Allen,97pp.

Ph.D. University of Denver, 1978.

Pureese of the Study

The purpose of the present study was to investigate theinfluence of sex differences and organizational status uponspeech dominance behavior in mixed-sex dyads.

procedure of the Study

A Add experimental design was utilired. The data com-prised a 3x2 factorial design with two levels of sex (male andfemale), and three levels of organizational status (high, equal,low).

Five organizations participated in the investigation. A pus- )posive, non-random sample procedure was employed in orderto obtain, in total, three classification conditions.of 12 dyadeeach n higher status males/lower status females; 2) higherstatus &males/lower status male% and 3) male equal/fmnaleequal statue. A total of 45 dyads participated.

Observations were made to determine the extent to whichsubjects characterized by each combination of classificationvariables exhibited the criterion variable, dominant speechbehaviors. Instances of speech dominanoe were determinedusing the *turn-taking* model of speaker alternation, whichcharacterized dominant speech behavior as the 'Oldie* of aspeaker's right to complete a conversational *turn.*

The number of speech dominance behaviors exhibited bysubjects was f' *ermined through tape recorded obliervationsof each dyad.

The observations of dominant speech behavior were madeby three judges. A turn-counter° recorded the total numberof instances when speakers alternated speaking turns, Thus,in addition to recording the raw frequencies of individuals'speech dominance behaviors within dyads, ratio scores reflect-ing individuals' total number of turns taken in the dyado inter-actions within each dyad, were also obtained.

A two-way analysis of valance was applied to the data inorder to determine the effects of sex and organizational statusupon dominant speech behavior in mixed-sex dyads. A thirdhypotleasis was tested by squaring the °ETA,' a statistic basedupon the product moment correlations for each of the two lade.pendent variables, and then comparing them in order to deter-mine which variable had the greatest impact on speech domimance. The .05 level of significance was required foracceptance of the research hypotheses.

op

Reedit; of the Study

'Throughout the conversations examined in the study, thesex of the subjects was not a significant determinant of speechdomizance behavior. In addition, the effects of the organiza-tional status variable did not significantly affect patterns ofspeech dominance in the mixed-sex dyads observed.

The total amount of variance accounted for by the organiza-tional status vex iable was slightly, though non-significantly,greater than that accounted for by the sex variable.

Implication of the Study

Failure to find a significant sex main effect indicated thatfirm, distinct, pre-determined male/female language behaviorpatterns cannot be assumed to exist in every social settingIt appears that male/female language behavior is flexible andsituational rather than fixed.

Failure to find an organizational status main effect sug-gests that conversational dominance may not always be asso-ciated with power and status in mixed-sex dyads. It may bethat power and status differences are communicated throughnon-verbal rather than verbal levels. Additionally, these re..sults may reflect the notion that status and speech dominanceare not necessarily synonymous. That is, higher status maynot necessarily be reflected through verbal dominance whilelower status may not be manifested through verbal reluctance.

The relatively little amount of the total variance accountedfor by the sex and organizational status variables with respectto explaining speech dominance behavior in the mixed-sexdyads observed, suggests the need to include additional con-textual variables in the exploration of male/female languagebehavior.

AVE EfFECT OF OPEN OFFICE LANDSCAPD113 ONCOMMUNICATION Order No. 7817893

PEMIONI, John Morgan, Jr., Ph.D. University of Tema atAustin, 1978. 250pp. Supervisor: Eugene RathswOhl

This research stedies the changes in communication, be-havior, and attitude Oat occur in an organization mit it movesfrom a traditional office layout to an open, landscaped office.An open landscaped office has no restricting walls, partitions,or rigidly defined corridors; units are grouped together ac-cording to inaction; and all employees work in the same room.

One organisation is studied intensively, as a case study,through interviews, observations, questionnaires and companyrecords. A series of two data collections occurred before theoffice move and two after the move.

The various method of data collection overlap somewhat,.The questionnaires sought information on communication fre-quency and media selection; observations viewed behavior ;through behavioral mapping techniques; and interviews ae-termined selected attitudes, behaviors, and communicationmethods.

Questionnaires were diqtributed to all full-time employeesin May, 1977. The same questionnaire was given to those em-ployees who had completed the first questionnaire and werestiff full-time employees, and continued in their same job. Ferthe 100-employee organization, 76 questionnaires were dis-tributed in October, 1977, and 72 were returnddi

The observations that occurred on the four occasions stud-ied several dosen categories of behavior among the variouswork locations. A total of 11,735 observations were made inthe front office, the traffic room, the switching room, the sup-ply room, and the phoae store of the independently-run iele-iphone company.

The questionnaire revealed few major changes in self-reported communication activity, but did show significant movesin attitude tuaird the physical work setting and the mental at-mosphere. These latter changes were most noticed with thegroup of employeee that n.Ned to the landscaped offices, wheretheir physical vArk setting was now seen to be much more pos-itive.

Analysis of tee observations indicates an increase in thepercentage of time spent :my alone and a decrease in the per-centage of time spent busy wah others and not busy with others.

It is concluded that this exploratory research does identifysome important changes in attitude that are associated with themove to the new office. Continued research in this urea--bothwith this Grganization and with other organizations--would nodoubt be valuable.

AN EXPLORATORY STUDY OF COMMUNICATION PRO-FILES BASED UPON SEX DIFFERENCES ACROSS ORGA-NIZATIONS Order No. 7908215

S.EGERDT, Gail Anne, Ph.D. The Ohio State University, 1978.222pp. Advisers: Professors Keith Brooks and ThomasMcCain

Sex differences in organizational communication are be-coming an area of increasing concern as the participation ofwomen has now swelled to 50% of the total workforce. Thisstudy was concerned with the equivocal nature of research onsex differences in organizational settings. The research hasbeen contaminated largely by acceptance of the socializationprocess theory or the belief that sex roles are learned fromearly childhood and account for differential behavior through-out life in a variety of social settings. Unfortunately, the gen-eral and perhaps gross nature of the socialization model hasprovided little in the way of a clear understanding of sex dif-ferences and their relation to organizational communicationvariables, processes, and outcomes. This situation presentsthe communication theorist and practitioner alike with an in-ability to develop valid theories and strategies.

;

This study was conducted to seek and describe communica-tion relationships, patterns, and behavior based upon see, Themajor objectives of the study were to determine if sex differ-ences (male vie-i-via female) exist in organizational commu-nication and whether they are pervasive (across organisations),significant (meaningful differences exist), and whether or notsex profiles could be developed which could be useti.todesign more effective communication systems and strat-egies.

The research questions were as follows:

I. What differences, if any, emerge between men andwomen based on their responses to organizational com-munication concepts?

2. What differential interorganizational communicationprofiles (patterns) emerge, if any, based on the sexof organizational members?

The study was an exploratory, comparative organizationalanalysis of sex-coded respondents from 11 organizations. Thestudy sample (N4,849) was obtained from the InternationalCommunication Association Communication Audit Servey Ques-tionnaire.

The major variables examined in the study included sex,which was measured by a self-report on Item 116 of the sur-vey questionnaire, and 116 communication items. Sex and thecommunication items were treated dually in the study as de-pendent and independent variables. The actual data analysiswas conducted in eight stages which employed a combinationof univariate and multivariate statistical techniques.

The data analysis employed some factor analyses whichgenerated 25 communication:constructs* from the items.The ANOVA reduced these to 17 constructs which were sig-nificantly different for sex. A multidiscriminant analysis indi-cated the relative importance and classification strength ofthe 17 communication constructs. The discriminant functionindicated these factors accounted for 86% of the variance attributable to sex.

The findings of the study provided a clear and unequivocalanswer to the first research question -- sex differences didemerge in communication responses across organizations.Additionally, in reference to the second research question,differential sex profiles of communication behavior were some-what suggested by the data. Perhaps the most important find-ing of the study was that *perceived influence' was a highlysignificant discriminator and predictor of sex communicationbehavior across organizations, accounting alone for 65% of thevariance.

The major limitation of the study resulted from multi-collinearity of the factored communication constructs. Thisproblem suggested validity and reliability weakness inherentin the ICA Communication Audit Survey Questionnaire. Re-gardless, the study has been successful in describing a set ofcommunication factors which are significantly related to sex.This contribution offers a starting point for further researchinto cause/effect relationships between sex differences andorganizational communication variables and their Implicationto communication effectiveness.

CAREER-OR1ENTED COMMUNICATIONS: DETERMININGTHE INSTRUCTIONAL NEEDS OF THE COMMUNITY COL-LEGE VOCATIONAL-TECHNICAL STUDENT

Order No. 7907017

SKELTON, Terrance Michael, A.D. The University of Michi-gan, WM 191pp. Chairman: Dwight W. Stevenson

Expanding enrollments in community college vocational-technical programs have created a demand for courses in tech-nical communications. Thus, career education has thrust uponthe English teacher a new responsibility. In addition to teach-ing composition and literature courses, English teachers arebeing asked to design and teach courses in technical communi-cations. However, the discipline commonly known by euch di-vehe names as technical writing, technical communications,

teolmical English, or busineel communications is new to manyEnglish professionals and not generally well understood. The*run of the problem is the fact that very little is known aboutthe voeational-technical graduate's role as a middle level com-

e masticator in business, industry, and government. All too oftenthe objectives of these courses are based solely an availabletextbooks which have done little to define the CollimuniCati011responsibilitiee of middle level employees. An analysis ofERIC coarse descriptions reveals considerable confusion asto what goals.these courses should achieve and the means ne-cessary to achieve them.

There is, however, a means by which the instructional needsof the career student can be dete. nined. A survey of voca-tional-technical graduates from three community colleges in'southeastern Michigan, complemented by interviews of someof the gradustes' employers, shows the middle level employeeperforming such vital communication tasks as communicatingdata, reporting progress on projects, and submitting recom-mendations on policy or procedural matters. Although the ma-jority of these tasks are accomplished in face-to-face conversa-tions, a significant portion of the graduates write instructions,reports, business letters, and technical manuals. Moremer,the middle level employee often writes for a multiple audience.A report or a set of instructions may be read by two or morereaders, each reader functioning in different organizationalroles. To cope effectively with complex audiences and changingrhetorical situations, the writer must be able to f4entify hisaudience and their needs, determine the instrumental purposeof the Message, and communicate at various levels of abstrac-tion, from concrete data to high level generalizations. Job re-lated writing requires the ability to synthesize informationderived from notes or minutes taken in departmental meetings,tiled reports and letters, face-to-face conversations and tele-phone calla, and first hand qbservations. Effective job relatedwriting therefore requires information obtained accuratelythrough skillful speaking, listening, and reading.

This paper, then, proposes a model for a basic course incareer-oriented communications which integratee writing withreading, speaking, and listening in a comprehensive approachto communication skills. This approach reflects on-the-jobconditions in which information and ideas are created and ex-changed at various levels of abstraction. Through interrelatedassignments requiring extensive group work and role playingas well as individril writing, on-the-job rhetorical situationsare simulated in toli classroom. The assignments progressfrom messages consisting of relatively simple concrete ra-corded data to those containing high level generalizations.Conducted in a workshop format, this course is reserved forthe sophomore year, for by then the career student has becomean expert in his field with a substantial body of technical knowl-edge to draw upon for writing assignments.

COMMUNICATION AND ORGANIZATIONAL CHANGE:A CASE STUDY AND EMPIRICAL ANALYSIS

Order No. 7900754

TAYLOR, James Allen, Ph.D. Michigan State University,1978. 225pp.

This dissertation reviews the limitations of organizationaltheory in terms of communication and change behaviors pre-scribed by the bureaucratic school, the human relations school,rationality theorists, and organizational development theorists.A reconceptualization of the change process is proposed. Es-sentially the author argues that change in a perceptual processwhich is least disruptive when perceived deviations from priororganisational norms and beliefs are minimized.

Five major hypotheses are tested, along with numerous cor-rotaries in a time-series field test of the model. Data aregathered from a state-wide system of administrators in Spa-cial Education. Research used network analysis to separatepopulation into communication roles. Metric-multidimensionalSealing was used to study attitude change over time. Some sup-port for the moil@ is found, however, implementation difficul-ties prevented precise observations,

THE RHETORIC OF DENOMINATIONM,ISMOrder No, 7817294

YEITCH, Robert Andrew, Jr., Ph.b. University of Fotsburgh,1872. 244pp.

The multiplicity of denominations within American Prot-estantism stands in contradiction to what many understand tobe the uniting impetus of the Chriatian message. Such seg.mots suggest a livi ivenese that has attracioo the attention0: both church and social students. These students imply thatthe cause may be rooted within the self-maintaining and self-perpetuating procedures of denominations as they compete forthe allegiance of converts, In this, rhetorical overtones areevident, particularly in view of Kenneth Durke's articulationof the theory of rhetorical strategy called mystification; thetheory lends itself to the examination of the rhetorical impli-cations of the composition of an organization.

The purpose of this study, therefore, was to examine, bythe application of credible theory, Protestant denominations intheir intro and inter communicative relationships in order tocall attention to how denominationalism is rhetorical. BOCaliseof the applicability of Kenneth Burke's idea of mystification toa rhetorical analysis of an organization, his theory was exam-ined. The strategies of persuasion through mystifying wereidentified. And on the basis of the implications of these mysti-fying procedures, a hypothesis was developed to facilitate thedemonstration of the rhetorical qualities of denominationalism.

Before the explicit examination of the hypothesis, the stud,/contains a historical background of America's denominathme.This background identified how mast's quest for freedom ulti-mately had an effect upon American Protestantism and how itresulted in a peculinrly American contribution to religion, thatis denominationalism.

In an effort to identify the rhetoric of denominationalism ahypothesis was formulated: the organizational accouterrnentsof American Protestant denominations result in sn mtlra Of mys-tification both with regard to their inter aad intra commutes-tive relationships nod lo this manner serve a rhetorical tune-timi. This hypothesis was enlored by the application of tenpropositions to five, selected denominations. The informationfor the examination of these propositions vats derived browthree soerces: historical data, the organizational documentsof the Awe denominations, and a questionnaire sent to 1,000ministers selected at random from these denominations.

The examination of these denominations demonstrated bowtheir origin, structure, hierarchy, pious terms, vocabulary,membership procedures, disciplines, doctrine, and role per.ceptions contributed to the ways which Burke's concept of mys-tification functions. And although these denominatimm--theChristian and Missionary Alliance, the Church of God (Pente-costal), the Free Methodist Church, The General AssociatioaOf Regular Baptist Churches, and the United PresbyterianChurch in the U.S.A.--reflected a diversity that detracted frozethe precision of response and examination, they, neveuheless,clearly supported 'he propositions and validated the hypothesis.

The investigation of these denominations pointed out thatthe organizational :couterments of denominations--constitu-none, disciplines, hierarchy, and the like--do have a persua-sive influence. The materials consulted identified that denomi-nationalism is rhetorical as denominations. 1) use unitaryand/or glorifying terms to obscure otherwise dividing reali-ties; 2) use language to articulate a principle of social divi-sion; 3) use language to prescribe hierarchical order; 4) uselanguage to redirect the value per,:eption of a given idea or ac-tion; 5) use language to articulate, in the sense of a special.heed vocabulary, the perceptions of a given subdivision ofsociety; and 6) use nonlinguistic symbols as agents of mys-tification

.11RETORICAL SENSITIVITY IN FIRST-UNE SUPERVI ItilRELATION:MIPS:. A DESCRIPTIVE AND CRItICAL IN-.VESTKATION OF MANAGEMENT LITERATURE I

, Order No, 7909147

WARD, Steven Anthony, Ph.D. The Pennsylvania State Univer-sity, 1978. 182pp. Adviser: Herm *hen ..

This studP investigated managenent liter.aure to see if ad-vice offered to first-line supervisca about their communica-tive relationships livith subordfhete could be interpreted asrhetorically sensitive. The study was undertaken because theArst-line supervisor's organizational rbsition placee him indirect contact with subordinates, and requires that he corn-muskets with and lead subordinates effectivety. Hart andBurke conceyt of rhetorieal sensitivity seemed a potentiallyuseful way for supervisors to thisk about their communicativerelationehips with subordinates, since it I. an °instrumental'approach to interpersonal communication in which cine personattempts verbally to influence another person to respond tohim la intended ways. Thus, this study addressed the quee-n= 'Does management literature offer aay'advice to first-Use maperttsors that could be interpreted as rhetorically sen-sitive?*

The study examined 1$0 articles about supervisory rela-tionships appearing in eight management periodicals duringthe years 1975.4977. These articles included direct adviceto supervitiors, as well as advice offered to managers.whiehcould indirectly influence supervisors' interactions with sub-ordinates. Articles were grouped into descriptive categoriesand subcategories, and recurring patterns in the formats andthemes of the advice were described. Advice was analyzed w-arding to five bterrelated assumptions: (1) The interactionbetween the supervisor and the subordinate is goal-directed,(2) the supervisor is a thinking, choice-making human being,(3) the Mbordinate is a thinking, choice-making human being,(4) situational demands are considered, and (6) ths supervisorshould make adaptive decisions before communicating withand leadisg subordinates. Advice based on all of these as-stmptions was interpreted as rhetorically sensitive. Advicewhich did not present the subordinate as a thinking, choice-making human being was clamant I 6' Achiavellian. Advicewhich presorted neither the supervisor nor the subordinate asthinking, choice-making humans was classified as °deter-ministic.'

Qf the 119 articles which could be analyzed with some do-pes of certainty, 26 offered rhetoricall7 sensitive advice tosupertisors and managers. Most of these articles offered ad-vice about the process of supervision in an analytical formaiwhich identified issues supervisors should consider when inter-acting with subordinates. SixtP-seven articles offered MacMa-vellian advice; most of these prescribed management struc-tures or supervisory processes based on theoreticalunderstandings of human behavior in organizations. Recom-mendations for participMive decision making and open commitBluffton were common themes in this advice. Another 26 arti-cles offered deterministic advice, primarily in the form ofprescriptive checklists of eclectic, °common sense° super-visory techniques.

Machiavellian and deterministic advice were classified as'reactive,' since both share the assumption that the subordi-nate reacts to the supervisors without thoughtful choice making.This study concluded that reactive advice is popular in man-agement literature because it reflects managers' and super-visors' concerns with personal and organizatiunal efficiency.Reactive advice was linked to a structural approach to man-agement that treats subordinates as an organizational variableto be manipulated in pursuit of greater organizational efficiency.In contrast, rhetorically sensitive advice was identified as re-flecting an interactive approach to the process of supervisingsubordinates. Evidence Omonstrated that subordinates per-sist-in choosing their own individual goals in organizations,which invalidates the assumption of reactive advice that sub-ordinates do not make thoughtful choices. This evidence alsoindicated the potential utility of rhetorically sensitive adviceto the first-line supervisor. A few studies of the process of

,ervision provided evidence of the actual utility of rhetori-cal/3f sensitive advice. However, the study Concluded that addi-tional investigations of the process of superyision need to beundertaken.

INTERPROFESSIONAL CONSULTATION BETWEEN SCHOOLADMUYISTRATORS AND SCHOOL PSYCHOLOGISTS IN-CAL-IFORNIA UNIFIED SCHOOL DISTRICTS: A 03MPARISON OFCOMMUNICATION FACTORS

WEBSTiR, Melvin Leroy, Ed.D. University of SouthernCalifornia, 1978. Chairman: Professor Ferris

Purpose. The purptse was to study whether there existedany difference of perception between school administratorsand school psychologists of what is currently happening andwhat should be taking place in the communication process.

Questions posed were: (1) Is there a difference of percep-tion between administrators and psychologists of what is cur-rently happening and what should be taking place in the commu-nication process? (2) Is there a difference of perceptionIxttween administrators and psychologists of what is currentlyhappening and what should be taking place in the communicationprocess as it relates to participation ? (3) Is there a differenceof perception between administrators and psychologists of whatIs happeninr and what should be taking place in the conununica-Hon process as it relates to decision-making? (4) Is there adifference of perception between administrators ancigpsycholo-gists a wvat is 'Currently happening and what should be takingplace as &Teats's to communication barriers ?

Procedures, The study was restricted to California UnifiedSchteks that enrolled between 8,000 and 30,000 pupils. Fortyschool districts partibipated with sixty-nine administrators andsiyty-four psychologists participating. The mailed question-naire technique was utilized for collecting the data. An ap-praisal scale based on the Likert -type rating scale was used.The questionnaire consisted of fifty items based on the commu-nication oicepts of participation, decision making and bar-riers the communication process,

irk s. Overall, there were few deviations in the wayadmisi ors and psychologists perceiy .. the present andprefetr-ni communication process. There was no significantassociation between administrators' and psychologists' percep-tions of: (1) the total present and preferred CommunicatIonprocess: (2) the present and preferred communicationas it relates to the participation process; (3) the present andpreferred communication as it relates to the decision makingprniess; (4) the communication process in regards to barriers;(5) the total present or preferred communication process;(8) the present or preferred communication process in regardsto decision making; (7) there was no significant associationm perceptions administrators have of present or preferredcommunication process in regards to communication barriers;(8) there was a sipificant association between administrators'and psychologists perceptions of the communication processm regards to barriers; (9) there was a significant associationin perceptions psychologists hare ot present or preferre4 com-munication process in regards to communication barriers.

Conclusions. There is not a significant difference of per-ceptions between administrators and psychologists of: (1) whatis currently happening and what should be taking place in thecommunication process; (2) what is currently happening andwhat should be taking place in the communication process asit relates to participation communication; and (3) what is cur-rently happening and what should be taking place in the com-munication process as it relates to the decision making process,(4) There is a discrepancy of perception between administratorsand psychologists ot what is currently happening and what shouldbe taking place in the communication process as it relates,tobarriers in the process.

Recommendations. Unified school districts should: (1) Takesteps to alleviate problems of the communication process asperceived by administrators and psychologists in regards tocommunication barriers. (2) Periodically monitor or measureits communication process as perceived by school personnelin order to make provisions or adjustments as part of an on-

,

gang prodess. (3) A modified replication of this study should. be made between administrators and other pupil personnel staff

members. (4) A modified replication of this study should bemade employing a causal-comparative design. The investigatorshould study psychologists' perceptions of communication bar-riers and seek out causes, relationships, and their meaningsas they relate to the communication process.

(Copies available from Mien:Atrophies Department, DohenyLibrary, WIC, Los Angeles, CA 90007.)

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