Writing the learning organization A framework for teaching and research

Business Communication Quarterly

Volumn 68, Issue 4, 2005, Pages 406-428

  Amidon, Stevens R ^a  

^a INDIANA UNIVERSITY PURDUE UNIVERSITY FORT WAYNE   (United States)

Author keywords

Business management; Genre; Team learning; Vision statements

Indexed keywords

EID: 28744452088     PISSN: 10805699     EISSN: None     Source Type: Journal    
DOI: 10.1177/1080569905281758     Document Type: Article

References (62)

1. Alvesson, M. (1993). Organization as rhetoric: Knowledge-intensive forms and the struggle with ambiguity. Journal of Management Studies, 30, 997-1016.
2. Amidon, S. (2003). Manifestoes: A study in genre. Unpublished doctoral dissertation, University of Rhode Island, Kingston.
3. Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.
4. Bakhtin, M. M. (1986). Speech genres and other late essays (V. W. McGee, Trans.). Austin: University of Texas Press.
5. Barbasi, A. L. (2002). Linked: The new science of networks. Boulder, CO: Perseus.
6. Barge, J. K., & Little, M. (2002). Dialogical wisdom, communicative practice, and organizational life. Communication Theory, 12, 375-397.
7. Bawarshi, A. (2004). Genre and the invention of the writer: Reconsidering the place of invention in composition. Logan: Utah State University Press.
8. Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article. Madison: University of Wisconsin Press.
9. Bell, D. (1973). The coming of post-industrial society: A venture in social forecasting. New York: Basic Books.
10. Berkenkotter, C., & Huckin, T. N. (1995). Genre knowledge in disciplinary communication: Cognition/culture/power. Hillsdale, NJ: Lawrence Erlbaum.
11. Berlin,J. (1988). Rhetoric and ideology in the writing class. College English, 50, 477-494.
12. Blythe, S. (2004, October). Mapping diverse approaches to project management in the technical and professional communication curriculum. Paper presented at the annual meeting of the Council for Programs in Scientific and Technical Communication, West Lafayette, IN.
13. Bohm, D. (1996). On dialogue (L. Nichol, Ed.). London: Routledge.
14. Bosley, D. S. (1991). Designing effective technical communication teams. Technical Communication, 38, 504-512.
15. Committee on Human Factors, National Research Council. (1987). Mental models in human-computer interaction: Research issues about what the user of software knows. Washington, DC: National Academies Press.
16. Daft, R. L., & Wieck, K. L. (1984). Toward a model of organizations as interpretive systems. Academy of Management Review, 9, 284-295.
17. Davenport, T. H., & Prusak, L. (1998). Working knowledge: How organizations manage what they know. Boston: Harvard Business School Press.
18. Devitt, A. (2004). Writing genres. Carbondale: Southern Illinois University Press.
19. Devitt, A., Reiff, M. J., & Bawarshi, A. (2004). Scenes of writing: Strategies for composing with genres. New York: Longman.
20. Dicks, R. S. (2004). Management principles and practices for technical communicators. New York: Pearson Longman.
21. Drucker, P. F. (1969). The age of discontinuity. New York: Harper & Row.
22. Drucker, P. F. (1993). Post-capitalist society. New York: HarperCollins.
23. Drucker, P. F. (1999). Knowledge-worker productivity: The biggest challenge. California Management Review, 41, 79-94.
24. Ede, L. A., & Lunsford, A. A. (1994). Collaborative authorship and the teaching of writing. In M. Woodmansee & P.Jaszi (Eds.), The construction of authorship: Textual appropriation in law and literature (pp. 417-438). Durham, NC: Duke University Press.
25. Freedman, A. (1994). "Do as I say": The relationship between teaching and learning new genres. In A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 191-210). London: Taylor & Francis.
26. Freedman, A., & Medway, P. (1994). Genre and the new rhetoric. London: Taylor & Francis.
27. Gay, G., Sturgill, A., Martin, W., & Huttenlocher, D. (1999). Document-centered peer collaborations: An exploration of the educational uses of networked communication technologies [Electronic version]. Journal of Computer Mediated Communication, 4, 3. Retrieved August 26, 2005, from http://jcmc.indiana.edu/vol4/issue3/gay.html
28. Gee,J. P., Hull, G., &Lankshear, C. (1996). The new work order: Behind the language of the new capitalism. Boulder, CO: Westview.
29. Giddens, A. (1987). Social theory and modern sociology. Stanford, CA: Stanford University Press.
30. Henry, J. (2000). Writing workplace cultures: An archaeology of professional writing. Carbondale: Southern Illinois University Press.
31. Herndl, C. (1993). Teaching discourse and reproducing culture: A critique of research and pedagogy in professional and non-academic writing. College Composition and Communication, 44, 349-363.
32. Johnson-Eilola, J. (1996). Relocating the value of work: Technical communication in a post-industrial age. Technical Communication Quarterly, 5, 245-270.
33. Kain, D., & Wardle, E. (2005). Building context: Using activity theory to teach about genre in multi-major professional communication classes. Technical Communication Quarterly, 14, 113-139.
34. Kirkpatrick, S. A., Wofford, J. C., & Baum, R. J. (2002). Measuring motive imagery in the vision statement. Leadership Quarterly, 13, 139-150.
35. Kleiner, A. (2003). Who really matters: The core group theory of power, privilege, and success. New York: Currency Doubleday.
36. Kleiner, A., & Roth, G. (1997). Learning histories: A new tool for turning organizational experience into action. New 21st Century Working Papers Series. Retrieved April 27, 2005, from Massachusetts Institute of Technology Center for Coordination Science Web site: http://ideas.repec.org/p/wop/mit21c/ 002.html
37. Lay, M. M., & Karis, W. M. (Eds.). (1991). Collaborative writing in industry investigations in theory and practice. Amityville, NY: Baywood.
38. Leontev, A. (1978). Activity, consciousness, and personality. Englewood Cliffs, NJ: Prentice Hall.
39. Locke, K. (2001). Grounded theory in management research. London: Sage.
40. Locker, K. (2003). Will professional communication be the death of business communication? Business Communication Quarterly, 66(3), 118-132.
41. Lucas, J. R. (1998). Anatomy of a vision statement. Management Review, 87, 22-26.
42. McKeachie, W.J. (2002). McKeachie's teaching tips (11th ed.). Boston: Houghton-Mifflin.
43. Mescon, M. H., Bovée, C. L., & Thill,J. V. (1999). Business today. Upper Saddle River, NJ: Prentice Hall.
44. Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-167.
45. Nonaka, I., &Tageuchi, H. (1995). The knowledge creating company: How Japanese companies create the dynamics of innovation. Oxford, UK: Oxford University Press.
46. Orlikowski, W.J., &Yates,J. (1994). Genre repertoire: The structuring of communicative practices in organizations. Administrative Science Quarterly, 39, 541-574.
47. Porter, J. E. (1992). Audience and rhetoric: An archaeological composition of the discourse community. Englewood Cliffs, NJ: Prentice Hall.
48. Reich, R. B. (1992). The work of nations: Preparing ourselves for 21st century capitalism. New York: Knopf.
49. Roberts, C., Smith, B. J., & Ross, R. B. (1994). Drawing forth personal vision. In P. M. Senge, A. Kleiner, C. Roberts, R. B. Ross, & B. J. Smith (Eds.), The fifth discipline fieldbook: Strategies and tools for building a learning organization (pp. 201-207). New York: Currency Doubleday.
50. Russell, D. R. (1997). Rethinking genre in school and society: An activity theory analysis. Written Communication, 14, 504-554.
51. Senge, P. M. (1995). The fifth discipline: The art and practice of the learning organization. New York: Currency Doubleday.
52. Shah, R. (2001). Relational praxis in transition towards sustainability: Business-NGO collaboration and participatory action research. Doctoral dissertation. Retrieved April 27, 2005, from University of Bath Web site: http://www.bath.ac.uk/carpp/RupeshShah/ TitlePage.htm
53. Simmons, D. B. (1985). The nature of the organizational grapevine. Supervisory Management, 30, 35-46.
54. Spinuzzi, C. (2003). Compound mediation in software development: Using genre ecologies to study textual artifacts. In C. Bazerman & D. R. Russell (Eds.), Writing selves, writing societies: Research from activity perspectives. Retrieved April 27, 2005, from Colorado State University, WAC Clearinghouse Web site: http://wac.colostate.edu/books/ selves_societies/index.cfm
55. Spinuzzi, C. (2005). Tracing genres through organizations: A socio-cultural approach to information design. Cambridge, MA: MIT Press.
56. Starbuck, W. H. (1992). Learning by knowledge-intensive firms. Journal of Management Studies, 29, 713-740.
57. Stevens, M. (2001). Extreme management: What they teach at Harvard Business School's advanced management program. New York: Warner.
58. Tarnow, E. (2001). A recipe for mission and vision statements. IEEE Transactions on Professional Communication, 44, 138-141.
59. Taylor, C. W. (1998). The principles of scientific management. Mineola, NY: Dover. (Original work published 1911.)
60. Wambeam, C. A., & Kramer, R. (1996). Design teams and the Web: A collaborative model for the workplace. Technical Communication, 43, 349-356.
61. Winsor, D. (2001). Learning to do knowledge work in systems of distributed cognition. Journal of Business and Technical Communication, 51, 5-28.
62. Zachry, M. (2000). The ecology of an online educational site in professional communication. In T.J. Malkinson (Ed.), SIGDOC 2000 conference proceedings (pp. 433-442). New York: ACM.