Workplace Interactions

1995 ◽  
Vol 14 (3) ◽  
pp. 324-336 ◽  
Author(s):  
Helen Mott ◽  
Helen Petrie
Keyword(s):  
Workplace Interactions

Entrepreneurial uncertainty in context: an ethnomethodological perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Betsy Campbell
Keyword(s):  
Conversation Analysis ◽  
Future Research ◽  
Content Type ◽  
Workplace Interactions ◽  
Entrepreneurial Teams ◽  
Naturally Occurring ◽  
Routine Work ◽  
Interaction Order ◽  
Advance Research ◽  
Practical Implications

PurposeThis paper seeks to advance research into entrepreneurial uncertainty. Few researchers have attended to the endogenous means by which entrepreneurial teams account for uncertainty in context. This article begins to unpack the concept of uncertainty as an entrepreneurs’ phenomenon by investigating entrepreneurial teams’ situated ways of verbally attending to and accounting for uncertainty in their routine work.Design/methodology/approachThe study draws on the ethnomethodological traditions of Conversation Analysis and interaction order to analyze naturally occurring interactions that have been recorded by entrepreneurial teams in context. It considers entrepreneurial uncertainty as a matter that teammates draw upon and orient to in the process of their naturally occurring workplace interactions.FindingsFirst, it suggests that the endogenous means by which entrepreneurs recognize, account for, and respond to uncertainties is identifiable in a team’s naturally occurring conversations. It transforms entrepreneurial uncertainty as a matter of cognition into a matter of practice that is observable in the structure and order of authentic interaction. Second, it reveals the “epistemic engine” that entrepreneurial teams use to demonstrate greater or lesser levels of knowing and to move to closure that is not marked by the full elimination of uncertainties but by the establishment of a shared sense of not knowing.Practical implicationsBy adhering to the detailed interactional focus of Conversation Analysis, this article emphasizes the value that the structure and order of entrepreneurial conversations can offer to research on entrepreneurship as practice. It points to future research on matters of effectuation and expertise that will be relevant to scholars and educators of entrepreneurship. It also helps to bridge the gap between scholarly research and entrepreneurial work as experienced by practitioners.Originality/valueThis article shows the mundane verbal means by which entrepreneurs account for uncertainties in their everyday work. It reframes entrepreneurial uncertainty, transforming it from a matter of cognition to an accomplishment of practice. It suggests that entrepreneurial uncertainty is a practical matter that is recognized by and accounted for in the conversations of entrepreneurial teams in context.

scholarly journals Teaching Second Languages for the Workplace

2011 ◽  
Vol 31 ◽  
pp. 74-92 ◽  
Author(s):  
Jonathan Newton ◽  
Ewa Kusmierczyk
Keyword(s):  
Interpersonal Communication ◽  
Communication Networks ◽  
Teaching And Learning ◽  
Technological Development ◽  
Practice Research ◽  
Language Programs ◽  
Second Languages ◽  
Workplace Interactions ◽  
Fitting In ◽  
Workplace Language

Workplace culture and organization are evolving as they adapt to globalization and rapid technological development. Likewise, the nature and role of workplace language and the literacy demands of work are changing in the face of increasingly multicultural workplaces and global communication networks. Among these changes, recent research has highlighted the role that informal modes of interpersonal communication play in the functioning of the modern workplace. Successful participation in such interactions is seen as not just a question of fitting in socially, but of doing work through talk. Ethnographic research in the workplace has stressed the importance of understanding language by viewing it within its social setting and understanding the interactional norms of particular communities of practice. Research into language programs for the workplace reflects this shift in emphasis. In contrast to research in the field of language for specific purposes on the specialized vocabulary and formal registers of particular professions, a growing body of research focuses on teaching and learning the language of routine workplace interactions. This article reviews current research into the nature of workplace language, noting in particular the contributions from ethnographic and language socialization research. It then discusses research into four aspects of the content of language programs for the workplace: employability skills, interpersonal communication, intercultural and critical language awareness, and teaching focused on the employment interview.

I’ll do it myself: self-leadership, proactivity, and socialization

2019 ◽  
Vol 40 (6) ◽  
pp. 684-698
Author(s):  
Gregory A. Cranmer ◽  
Zachary W. Goldman ◽  
Jeffery D. Houghton
Keyword(s):  
Organizational Socialization ◽  
Organizational Outcomes ◽  
First Year ◽  
Content Type ◽  
Communicative Behaviors ◽  
Organizational Attitudes ◽  
Workplace Interactions ◽  
Mediating Mechanisms ◽  
Complex Relationships ◽  
Organizational Newcomers

Purpose The purpose of this paper is to explore newcomers as active participants within their own socialization, through the influence of self-leadership on proactivity and subsequently organizational socialization and organizational commitment. Design/methodology/approach Data collected from 193 organizational newcomers (i.e. individuals within their first year at an organization) working in a variety of industries were examined within three serial mediation models in PROCESS. Findings The results of these analyses suggest that self-leadership influences organizational newcomers’ adjustment and subsequent commitment by assisting them in seeking organizational resources. Research limitations/implications This study answers calls to explore both the mediating mechanisms through which self-leadership processes influence organizational outcomes and the complex relationships between human workplace interactions and the proximal and distal outcomes of socialization. Practical implications The findings indicate that organizational stakeholders should enhance the self-leadership abilities of newcomer, thereby easing the socialization burden on organizations. Originality/value This paper offers a novel framework (i.e. self-leadership) for understanding newcomer socialization and provides an encompassing model that recognizes individual capacities, communicative behaviors, adjustment and subsequent organizational attitudes.

Humor and leadership style

2006 ◽  
Vol 19 (2) ◽  
Author(s):  
Janet Holmes ◽  
Meredith Marra
Keyword(s):  
Leadership Style ◽  
Leadership Studies ◽  
Workplace Interactions ◽  
Effective Leaders ◽  
Wide Range ◽  
Range Of Functions ◽  
Basic Distinction ◽  
Using Data ◽  
Creativity And Innovation ◽  
And Task

AbstractDrawing on authentic workplace interactions, this paper examines the ways in which effective leaders use humor as a discursive resource to construct particular aspects of leadership style. The conventional wisdom in leadership studies suggests that humor is an important tool for “good” leaders who inspire and challenge their subordinates. The management studies literature suggests a basic distinction between a traditional transactional style, which is rule-driven and task focused, and a more favored transformational style, where leaders encourage creativity and innovation, and are characterized as inspirational. Using data collected in a range of New Zealand organizations, this paper explores and illustrates the wide range of functions served by humor, and the ways in which humor contributes to aspects of the construction of leadership styles. Our analysis supports recent proposals that many effective leaders combine aspects of both transactional and transformational styles of leadership.

scholarly journals Constructivist Pedagogy For The Business Communication Classroom

2007 ◽  
Vol 4 (11) ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching Method ◽  
Business Communication ◽  
Learning By Doing ◽  
Cognitive Domain ◽  
Traditional Learning ◽  
Structured Interviews ◽  
The Real ◽  
Workplace Interactions ◽  
Making Sense ◽  
Organizational Administration

Business education and learning has become formidable and challenging over the last few years. A traditional learning environment is bereft of active learning where students only try to memorise terms and concepts and is unable to apply them to the real corporate world.  It was found in the business communication classes that students fail to comprehend basic business terminology and communication practices and concepts related to organizational administration and functioning.  In such a state of nescience, there was a need to enable the students to maximise learning through knowledge construction in authentic environments that employs the context in which learning is relevant. A suitable teaching method which needs to be dependant on variables such as target audience and content (Gulbahar, 2006) was designed for the business communication classroom that undergrids the theory of constructivism (Piaget, 1963). Constructivism lends to learning that is action-based where learners construe or make interpretations of their world through interactions in the real-world. Students were actively engaged in making sense of different concepts and terms through workplace interactions and observations.  This paper therefore describes an example that builds a dichotomy between knowledge and “learning by doing” which was integrated into the business communication curricula in a tertiary educational system of Oman. Qualitative paradigms, such as semi-structured interviews with students, employee feedback, student portfolios were used to evaluate student’s cognitive domain.

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