This chapter really kind of tied it all together for me. I have been trying to get the last three paradoxes to crystallize, and for some reason they still seemed too...complex...contradictory....to visualize. However, I think I can now grasp some of the practical implications of the paradoxes in a more meaningful way.
In the context that interests me (schools and school systems), I can see the paradox of scarcity. This framing pattern goes on between schools, districts, and even departments within a single school. The discordance which can lead to group cohesion (p 190) is visible along the administrator vs. teacher lines. In extremely dysfunctional schools (where I am sad to say that I have worked), this leads to endless conflict between the two groups, with administrators blaming teachers for their unscrupulous use of resources and teachers blaming administrators for not supplying the resources necessary to meet the basic needs of their classrooms.
Smith and Berg pay homage to Howard Shein at the bottom of p. 191 when they mention conflicts in values and goals. Within a school (where it is assumed by outsiders that the goals are the same for teachers and administrators), these value conflicts persist. Commonly, I see it as a result of attempting to reconcile outside demands and priorities with the needs of students and personal meanings associated with their respective positions. This can also be explosive, since what results has the potential of becoming a culture war between the two camps. Sadly, who pays for this is the students.
Smith and Berg portray these external conflicts as being neutral - we can't say that any one group is more right or wrong to adhere to their values or decide what boundaries to give up or stand firm to. I am very interested in the practical applications of these paradoxes, now that they seem to be pointing toward practical applications (for awhile there I was questioning the relevance). I may be reading the rest of the book out of personal interest now, instead of out of respect for the subject.
Do you have any practical applications of the paradoxes? Can you imagine how they can be used or referenced if you were trying to resolve conflict within an organization?
The most relevant application of the Paradox of Power hit me on page 198, last full paragraph - "The attempt of the powerless to define the condition exclusively in terms of the powerful . . ." reminds me of the Occupy Wall Street movement. While they may be powerless, they are attempting to shame the powerful (the 1%) into relinquishing some power (or money) to change the situation. They are not taking ownership of their role in their feeling of powerlessness.
ReplyDeletewhat I found interesting about your post and the section on scarcity, is that pretty much applies to any job that requires different disciplines in order to function. Its funny that different companies and organization have one goal, or mission in mind but its carried out by different smaller group within that organization.
ReplyDeleteI one line on page 186 stood out to me, it read, New groups often emerge to do that which the present group refuse or unable to do. And it is very true. I am not sure how the school system works, but in the healthcare system there is always a new commitiees, or a new level of mid level management in order to correct different flaws. And as the book states this is just adding a different group of people versus actually correcting the problem.
wendy
DeleteI found an example of an organizations paradox in the Levi book (even though it is written in a linear manner). "Although organizational leaders claim they want to encourage creativity, their actions often do not match their words. Creativity is required for organizations to adapt to the changing environment, but organizations tend to encourage consistency and stability rather than innovations" (p. 215).
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