Power in the Workplace
The Distribution and Use of Power in an Organization
Case Study: Bullying in the Workplace
Rodger T. Bramwell
1439066
ADED 4F34
Submitted in Partial fulfillment of the requirements for
Foundations of Adult Education
Bachelor of Education/Certificate in Adult Education Program
Centre for Adult Education and Community Outreach
Faculty of Education, Brock University
St. Catharines, Ontario
Patsy Marshall B.A.Sc, M.Sc
ThursdayFebruary 7, 2012
In an organization, the use of power comes in many shapes and forms. Hierarchical power is known to be the typical distribution of power in most organizations. For example, a business usually consists of a President, followed by a general manager, department manager and finally, the employees. Decisions occur in a hierarchical linear process, from the bosses down to the employees. Other forms of power in organizations can be more subjective. Power may not always take the typical hierarchical or down-the-ladder approach. That being said, the use of power can greatly affect desired outcomes. In a study of Midwifery students, Kantek and Gezer argue that “the use of power strategies in teacher–student relationships affects students’ learning, school experiences, motivation, accomplishment, satisfaction, future career expectations, mood, and method of handling conflict” (2010). The inappropriate use of power in an organization can result in immediate and irreparable effects. These effects can foster less than favorable work environments leading to unreceptive and unmotivated workers. Conversely, power can take a more inspirational or contagious approach. This type of power is known as referent power. Peers and coworkers alike are influenced by individuals that possess this type of power. In this paper, a case study will be presented that identifies an organizational problem highlighting the effects of power. This will set in motion the opportunity for future research and finally, a group action plan that
Case Study: Bullying in the Workplace
Rodger T. Bramwell
1439066
ADED 4F34
Submitted in Partial fulfillment of the requirements for
Foundations of Adult Education
Bachelor of Education/Certificate in Adult Education Program
Centre for Adult Education and Community Outreach
Faculty of Education, Brock University
St. Catharines, Ontario
Patsy Marshall B.A.Sc, M.Sc
ThursdayFebruary 7, 2012
In an organization, the use of power comes in many shapes and forms. Hierarchical power is known to be the typical distribution of power in most organizations. For example, a business usually consists of a President, followed by a general manager, department manager and finally, the employees. Decisions occur in a hierarchical linear process, from the bosses down to the employees. Other forms of power in organizations can be more subjective. Power may not always take the typical hierarchical or down-the-ladder approach. That being said, the use of power can greatly affect desired outcomes. In a study of Midwifery students, Kantek and Gezer argue that “the use of power strategies in teacher–student relationships affects students’ learning, school experiences, motivation, accomplishment, satisfaction, future career expectations, mood, and method of handling conflict” (2010). The inappropriate use of power in an organization can result in immediate and irreparable effects. These effects can foster less than favorable work environments leading to unreceptive and unmotivated workers. Conversely, power can take a more inspirational or contagious approach. This type of power is known as referent power. Peers and coworkers alike are influenced by individuals that possess this type of power. In this paper, a case study will be presented that identifies an organizational problem highlighting the effects of power. This will set in motion the opportunity for future research and finally, a group action plan that
References: Gaski, J. F. (1986). Interrelations Among a Channel Entity 's Power Sources: Impact of the Exercise of Reward and Coercion on Expert, Referent, and Legitimate Kantek, F., & Gezer, N. (2010). Faculty members ' use of power: midwifery students ' perceptions and expectations. Midwifery, 26(4), 475-479 Kudisch, J. D., Poteet, M. L., Dobbins, G. H., Rush, M. C., & Russell, J. A. (1995). Expert Power, Referent Power, and Charisma: Toward the Resolution of a Merriam, SB., Caffarella. RS., & Baumgartner, LM. (2007). Learning in adulthood. San Francisco, CA: Jossey-Bass.