Talking About Organizations Podcast

The 2009 film Invictus tells the story of how the first post-Apartheid President of South Africa, Nelson Mandela, used sports as a unifying force to overcome lingering and bitter racial divides in the nation. The movie and the real-life events that inspired it are powerful. We will look at it through an organizational lens and discuss insights related to leadership, team building, change and other management topics.

We go to the movies – looking at the 2009 film Invictus through an organizational lens. It tells the story of Nelson Mandela from the time of assuming the Presidency of South Africa to the nation’s hosting of the 1995 Rugby World Cup. How did Mandela use sport to unite a bitterly divided nation and what insights does this story provide for management theory and practice?

We conclude our discussion of Zuboff’s "In the Age of the Smart Machine: The Future of Work and Power" by projecting her conclusions to the present day. On the one hand, many of her findings about the creative ways that management reasserts its authority are still relevant today, but she had also offered strategies for integrating new technologies in ways that would improve both work performance and worker commitment and satisfaction. Would such strategies work today?

This month, we discuss Shoshana Zuboff’s "In the Age of the Smart Machine: The Future of Work and Power" that examines several cases of organizations introducing information technologies in the workplace hoping to improve organizational performance, transparency, and collaboration but instead dehumanized the workplace and ushered in new ways of managerial surveillance. In Part 1, we discuss the major themes of the book, her telling of the histories of both blue- and white-collar work, and her incredible case studies.

Coming soon! We will discuss Shoshana Zuboff’s ethnographic study of how work changed with the introduction of information technologies in the 1980s. "In the Age of the Smart Machine" discusses how computers changed the meaning of work for both front line industrial workers and their managers, telling a rich cautionary tale about how these technologies upset the balance of power in the workplace and what managers did about it

We conclude our discussion of Lupton’s "On the Shop Floor" by looking at both the importance of the study as a classic example of ethnography and the benefits of participant-observation, followed by the application of Lupton’s findings in the modern post-pandemic workplace. To what extent do contemporary concerns such as the “great resignation” or “quiet quitting” echo Lupton’s findings, and what are possible implications for today’s workers and managers?

This month, we discuss examine Lupton’s famous study of worker-management relations, On the Shop Floor: Two Studies of Workshop Organization and Output published in 1963. Tom Lupton spent 12 months as a factor worker in two different settings examining why workers intentionally worked at a level below management expectations. He found that social structures formed that protected workers from overuse or abuse by management and ensured a stable pay. These structures discouraged workers from working too hard or not hard enough. In Part 1, we will examine the cases in depth and present Lupton’s findings.

We will examine Lupton’s famous study of worker-management relations, On the Shop Floor: Two Studies of Workshop Organization and Output published in 1963. This significantly overlooked study examined social structures in the workplace that kept production levels below that expected by management and why they were permitted. His findings may provide some insights into similar challenges in the contemporary workplace.

We conclude our discussion of Jean Lave & Etienne Wenger’s "Situated Learning: Legitimate Peripheral Participation," focusing on what occurred since the book’s publication. While communities of practice and their development and management have fueled active conversations, this was not necessary the intended direction of the book. In fact, the book raised more questions about situated learning than it answered. What does that mean for contemporary scholars, especially as new remote modes of learning are becoming more commonplace?

This month, we discuss Jean Lave & Etienne Wenger’s Situated Learning: Legitimate Peripheral Participation, published in 1991. This short but powerful book presents a new way of thinking about adult learning as a social activity in which experienced members of a group or community of practice share their knowledge with new members to perpetuate the group identity. They present five case studies – one by Lave herself with four from other researchers – to help broaden the perspective of how situated learning works social involvement in which newer members are initiated through the exercise of low-risk or controlled tasks. In Part 1, we present the book and the case studies to examine how the theory emerged inductively.