Ambiguity and Choice in OrganizationsUniversitetsforlaget, 1976 - 408 pages |
From inside the book
Results 1-3 of 84
Page 108
... fact , and thereafter use these constructs as if they were facts as a point of departure for new actions or non - actions . The process of organizational learning showed a general tendency to presume more post fact certainty in events ...
... fact , and thereafter use these constructs as if they were facts as a point of departure for new actions or non - actions . The process of organizational learning showed a general tendency to presume more post fact certainty in events ...
Page 136
... fact a residual one , formally had the dean as director , but did not in fact operate as a program . 8 The committee consisted of one full professor from outside the school , and the following insiders ; three full professors , one ...
... fact a residual one , formally had the dean as director , but did not in fact operate as a program . 8 The committee consisted of one full professor from outside the school , and the following insiders ; three full professors , one ...
Page 200
... fact , he cannot . If the president underestimates his power , he will think he cannot do something that , in fact , he can . Generally , the former errors are more conspicuous , both to the president and to his audiences , than are the ...
... fact , he cannot . If the president underestimates his power , he will think he cannot do something that , in fact , he can . Generally , the former errors are more conspicuous , both to the president and to his audiences , than are the ...
Contents
People Problems Solutions and the Ambiguity | 24 |
Attention and the Ambiguity of Selfinterest | 38 |
Introduction | 54 |
Copyright | |
17 other sections not shown
Other editions - View all
Common terms and phrases
3rd grade teacher academic accepted action active administrative allocation alternative ambiguity architecture arena assembly attention attitudes August 27 behavior beliefs candidates chairman choice opportunities choice situations College concerns conflict consider criteria deadline dean decision process decision-making demands desegregation discussion District educational effects energy expect faculty members formal participation full professors garbage garbage can model goals hierarchical house meeting ideology implementation important individual interpretation involved issues junior faculty leaders leadership less major ment non-leaders non-tenured faculty norms Norway Norwegian November 25 observed October 29 Olsen Oppland organization organizational choices outcomes parents perceived percent political position possible problems and solutions procedures professional proposal question rational relatively relevant reorganization response result school committee search committee self-ratings social structure teacher group Telemark tenured theory tion Tromsø Trondheim University of Bergen University of Oslo variables Vice-Chancellor vote