Embedded Files
How do we make use of the group to promote learning?
Introduction to Organization Theory
Learn the science behind group learning
Introduction to Organization Theory
Learn the science behind group learning
Organization theory studies how organizations are designed and how people behave inside them, in order to understand and improve performance, coordination, and adaptation. It investigates:
I) how organizations are structured (hierarchies, teams, networks)- How should work be divided and coordinated?
II) how people behave inside them— What makes an organization effective or dysfunctional?
III) how decisions are made— Why do some organizations feel rigid and bureaucratic while others feel flexible and innovative?
IV) and how organizations interact with their environment (markets, culture, technology, laws)— How do power, culture, and communication shape behavior?
Implementing Organization Theory
How can we actually use organization theory?
Implementing Organization Theory
How can we actually use organization theory?
THE FIVE QUESTIONS FOR ORGANIZATION
ORGANIZATION | What kind of group are we?
SOCIALIZATION | How does each person contribute to the group?
OBSERVATION | How do we learn from each other?
LEADERSHIP | How is the group guided?
SPACE | How do we spatially orient space for learning?
Together, these factors shape whether participants feel i) passive or alive, ii) fearful or safe, iii) isolated or collaborative, and iv) rigid or flexible.
1 | Organization Theory: Clarity of Roles
People thrive in groups when they know what their responsibility in the group is.
1 | Organization Theory: Clarity of Roles
People thrive in groups when they know what their responsibility in the group is.
PRINCIPLE | What this concerns?
Purpose and goals (why the group exists)
Roles and structure (who does what)
Culture and norms (shared rules and values)
SIGNIFICANCE | Why this matters for students
Helps students understand that groups are systems, not just collections of people
Explains why different organizations feel and behave differently
Makes invisible rules and expectations visible
PRACTICAL IMPLICATION | What we can do about this
Have students define the purpose and values of the class together
Assign rotating roles (discussion leader, note-taker, timekeeper)
Create shared class norms (how to listen, disagree, and participate)
These sources investigate correlations of role clarity with individual satisfaction and group functioning.
Hassan, S. (2013). The Importance of Role Clarification in Workgroups: Effects on Perceived Role Clarity, Work Satisfaction, and Turnover Rates
Gil-Garcia, J. R., & Sayogo, D. (2019). “Characterizing the importance of clarity of roles and responsibilities (CRR)”
Role Theory in Organizations (Ashforth, Biddle, Katz & Kahn, etc.)
Baumeister, R. F., & Leary, M. R. (1995) “The need to belong: Desire for interpersonal attachments as a fundamental human motivation.” Psychological Bulletin, 117(3), 497–529.
Edmondson, A. (1999) “Psychological safety and learning behavior in work teams.” Administrative Science Quarterly, 44(2), 350–383.
Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
2 | Groups and Socialization
Delegate responsibility (distribute pressure) to small groups, rather than individuals
2 | Groups and Socialization
Delegate responsibility (distribute pressure) to small groups, rather than individuals
PRINCIPLE | What this concerns?
Belonging and identity
Peer influence and group norms
Trust and psychological safety
SIGNIFICANCE | Why this matters for students
Students learn better when they feel accepted and safe
Group culture strongly shapes behavior and motivation
Prevents isolation and unhealthy group dynamics
PRACTICAL IMPLICATION | What we can do about this
Utilize icebreakers and small-group activities
Establish routines that build familiarity
Encourage respectful discussion and inclusion of quieter voices
3 | Learning from Others
Humans learn from interactions with teachers as much as from (and observing) their peers
3 | Learning from Others
Humans learn from interactions with teachers as much as from (and observing) their peers
PRINCIPLE | What this concerns?
Learning through discussion and observation
Feedback and collaboration
Shared problem-solving
SIGNIFICANCE | Why this matters for students
Knowledge grows through interaction, not just individual study
Students learn different perspectives from one another
Builds communication and critical thinking skills
PRACTICAL IMPLICATION | What we can do about this
Use pair and group discussions regularly
Encourage students to explain ideas to each other
Include peer review and group projects
Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Katz, D., & Kahn, R. L. (1978). The Social Psychology of Organizations (2nd ed.). New York: Wiley.
Hersey, P., & Blanchard, K. H. (1969). Life cycle theory of leadership. Training and Development Journal, 23(5), 26–34.
Yukl, G. (2013). Leadership in Organizations (8th ed.). Upper Saddle River, NJ: Pearson.
4 | Strategies for Leading Groups
A group leader cannot be static; they need to morph roles to fill in gaps and support fairness
4 | Strategies for Leading Groups
A group leader cannot be static; they need to morph roles to fill in gaps and support fairness
PRINCIPLE | What this concerns?
Leadership styles (guiding vs controlling)
Communication and facilitation
Conflict resolution and decision-making
SIGNIFICANCE | Why this matters for students
Good leadership improves focus, fairness, and engagement
Helps groups stay productive and emotionally healthy
Teaches responsibility and empathy
PRACTICAL IMPLICATION | What we can do about this
Rotate leadership roles among students
Model respectful communication and listening
Teach simple conflict-resolution strategies
5 | Space, Positioning, and Room Design
Seating and room-arrangement can be conducive, or obstructive, to optimal group participation
5 | Space, Positioning, and Room Design
Seating and room-arrangement can be conducive, or obstructive, to optimal group participation
PRINCIPLE | What this concerns?
Seating arrangements (circles, clusters, rows)
Visibility and movement
Comfort and flexibility
SIGNIFICANCE | Why this matters for students
Physical space shapes how people interact
Some layouts encourage participation more than others
Environment affects attention, energy, and mood
PRACTICAL IMPLICATION | What we can do about this
Arrange chairs in circles or small groups instead of rows
Create flexible spaces for discussion and activities
Use lighting, boards, and wall space intentionally
Tobia, V., Rinaldi, L., & Marzocchi, G. M. (2022). The influence of classroom seating arrangement on children’s cognitive processes in primary school: The role of individual variables. Frontiers in Psychology, 13, 846048.
Gao, N., Rahaman, M. S., Shao, W., Ji, K., & Salim, F. D. (2021). Individual and group-wise classroom seating experience: Effects on student engagement in different courses
Hall, E. T. (1966). The Hidden Dimension. Garden City, NY: Doubleday.
McCroskey, J. C., & McVetta, R. W. (1978). Classroom seating arrangements and student participation. Communication Education, 27(2), 99–108.
Furthermore | More about Organization
Key Fields within Organization Theory
Furthermore | More about Organization
Key Fields within Organization Theory
1 | Classical Theory (Weber, Taylor, Fayol)— Focuses on structure, rules, efficiency, and hierarchy. Think: bureaucracy and clear chains of command.
2 | Human Relations Theory (Hawthorne)— Emphasizes people, motivation, leadership, and group dynamics (Hawthorne studies).
3 | Systems Theory— Sees organizations as living systems made of interrelated parts that must adapt to their environment.
4 | Contingency Theory (Hawthorne)— There is no one “best” way to organize—what works depends on the situation (size, technology, environment)
5 | Cultural and Institutional Theory— Focus on norms, values, symbols, and how organizations seek legitimacy, not just efficiency.
Page updated
Google Sites
Report abuse