Communicative Constitutions of Organizations
For theory to really matter, we need to see where it intersects with our lived experiences. Some theories
will immediately jump off the page and the applications are immediately obvious and insightful. Yet for
others, we will need to take a second, third, or forth look at it to find where we have experienced those
concepts or where we can find the concrete in a rather abstract notion.
After you read a theory chapter describing a communication theory (Ch. 5-36), you are to write 1-2
paragraphs making a specific application of the theory to your own life. What insight does it provide to
help you understand previous communication behaviors or experiences? What prediction does it make or
advice does it offer for the future? How might it offer an interpretative lens? The logs will provide an
opportunity for you to show that you grasp the theories’ practical implications and can apply them in real
life situations. Sample application logs from students in previous classes are on the www(dot)afirstlook(dot)com
website and included in the textbook chapters.
You should:
1) Be specific and make an application of a given concept or idea from the chapter. No need to
applying the whole of the theory in general but rather drilling into a specific point or idea.
2) Draw from your own experiences or those around you; these should be where theory is made real
or where you can understand something differently now using the theory concept. You might
unpack a past situation or experience that relates, analyze how/why something happened based
on the theory, or illustrate a concept based on your experience.
3) Describe or explain the theory. No need; I’m familiar with the theories. You should use
appropriate terms from the theory when making your points such that the application is clear.
You should not:
1) Critique or commend the theory. That’s not the purpose here. You are to take the theory (at face
value) and make an application of it.
2) Rely on hypothetical examples (feel free to change names or descriptive clues if you’d rather that
people not be identifiable). You aren’t writing fiction here—the assignment is a non-fiction one.
3) pull from mediated examples (TV, movie, book). While there is great value in using these
principles to understand the media, again.. not the assignment. Focus on your life and the lives
of those around you.
Professor’s Name
Course
Date
Application Logs
Chapter 20- Communicative Constitutions of Organizations
I had a chance to secure an internship in one of the banking organizations in California, United States. In the beginning, I encountered numerous challenges working together with qualified personnel, while I hardly understood my duties in the position. I think one of the significant challenges was failing to understand what I precisely needed to do. Although I had worked as part of a team before, I presumed that the new members were overqualified, which possibly affected my self-esteem. I realized that most of the colleagues had the ethos that I feared I would not match, unlike in the areas I had worked before. However, according to McPhee, I understood self-structuring to understand the need for communication in determining the relationship within an organization (Griffin 248). I was confident that I would exchange ideas with the team members to acquire knowledge and experience.
I understand the imperativeness of flows as circulating fields of messages that constitute an organization. Notably, the top management implemented split groups to ensure that teams could learn from each other. I am glad to have learned that communication is an aspect that brings an organization into existence in-persons a conversation that co-constructs social worlds. I am pleased that membership negotiation continued after the members accepted me into the organization. However, I am determined to all the aspects of being a member of an organization through socialization. Communication constitutes an organization and not something that happens among the members. During my first days at the company, I was very reluctant to raise any point during meetings based on the thought that I was not a member.
Chapter 21- Critical Theory of Communication in an organization
In my opinion and based on the critical theory of communication in an organization, I recognize that interpersonal relationships require frequent negotiation of set expectations and related privacy rules. Just as highlighted by Stanley Deetz, I believe in the importance of reclaiming open negotiations for power. I have encountered several incidents that require my attention to manage the tension between organizations having authority in making all the relevant decisions (Griffin 261). In other instances, I choose to keep points to myself to ensure that teachers enjoy parties’ freedom as dominant in class. I have realized that a classroom setting is one of the most complex spaces of power management. Teachers and students alike ought to manage personal conflicts in communication while enacting their related responsibilities. I have realized that teachers rarely recognize students as authorized co-owners of private information. However, students should learn the importance of managing critical and personal information.
In our class, teachers revealed the key benefits and risks of diverse interests while maintaining their professional boundaries. One of the power imbalances is causing damage to the credibility of teachers and power imbalance. Equally, disclosure of confidential information might interfere with student’s comfort zone. For that reason, teachers should balance personal boundaries against the assigned professional roles. Such rules result in a different teacher-student relationship from other related interpersonal relationships. In most instances, the opening of privacy boundaries involves a commitment to understanding authorized co-owners status. I have realized that most teachers have no expectations that students can manage their private information, resulting in the power imbalance between them. In a school setting, teachers have more power over students and are involved in the decision-making process.
Chapter 23- Dramatism
In our class, we had a chance to acquire comprehensive knowledge about the methods involved in speech delivery. Therefore, I can relate the findings to the tactics of dramatism. I can now use language that appeals to values, logic, and emo...