The Application of Family Therapy Concepts to Influencing Organizational Behavior

Hirschhorn, Larry; Gilmore, Tom

doi:10.2307/2392224

Cited by 30 publications

(24 citation statements)

References 10 publications

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“…Scholarship in this tradition highlights how people exploit groups and institutions, and vice versa, to deal with tensions and contradictions in their inner and social worlds (Ashforth & Reingen, 2014;Hirschhorn & Gilmore, 1980); how power differences relate to divisions of emotional labor (Voronov & Vince, 2012); and how there is often more than habit or inertia behind resistance to change (Fotaki & Hyde, 2014). It views resistance as a form of active, if not conscious, immunity against attempts to question or undo arrangements that sustain not only what we do but also what we believe, how we feel, and who we are (Kegan & Lahey, 2009).…”

Section: Systems Psychodynamicsmentioning

confidence: 99%

Can Business Schools Humanize Leadership?

Petriglieri¹,

Petriglieri²

2015

AMLE

106

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This article examines how and why business schools might be complicit in a growing disconnect between leaders, people supposed to follow them, and the institutions they are meant to serve.We contend that business schools sustain this disconnect through a dehumanization of leadership that is manifested in the reduction of leadership to a set of skills and its elevation to a personal virtue. The dehumanization of leadership, we suggest, serves as a valuable defense against, but as poor preparation for, the ambiguity and precariousness of leadership in contemporary workplaces. This article proposes ways to humanize leadership by putting questions about the meaning of leadership-about its nature, function, and development-at the center of scholarly and pedagogical efforts. Reflecting on our attempts to do so, we argue that it involves revisiting not just theories and teaching methods but also our identities as scholars and instructors.

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Section: Systems Psychodynamicsmentioning

confidence: 99%

Can Business Schools Humanize Leadership?

Petriglieri¹,

Petriglieri²

2015

AMLE

106

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“…Defined very briefly as, respectively, "learning to learn" and "pathological deutero-learning," the concepts have become influential in the work of the so-called Palo Alto and Milan schools in psychiatry and psychotherapy (Abeles, 1976;Bateson, Jackson, Haley, & Weakland, 1956;Burbatti & Formenti, 1988;Burbatti, Castoldi, & Maggi, 1993;Haley, 1963;Koopmans, 2001;Ruesch & Bateson, 1951;Sluzki & Veron, 1971;Watzlawick, Bavelas, & Jackson, 1967). In more recent years, the concepts have gained prominence in the fields of organization and policy science as an integral part of "organizational learning" (Argyris & Schön, 1978Dopson & Neumann, 1998;French & Bazalgette, 1996;Hennestad, 1990;Hirschhorn & Gilmore, 1980;Huysman, 2000;Schön, 1975;Sinkula, 1994;Wijnhoven, 2001).As often occurs when concepts are transferred to other fields than their original ones, their meaning changes and becomes more diverse. This is especially true for the fields of organization and policy science where theoretical diversification and "paradigmatic" proliferation seem to be the rule rather than the exception.…”

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confidence: 99%

Gregory Bateson on deutero‐learning and double bind: A brief conceptual history

Visser

2003

J History Behavioral Science

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The concepts of deutero-learning and double bind have acquired an increasingly important status in various fields of social and behavioral science, particularly in psychiatry, psychotherapy, organization, and policy science. With this proliferation, however, their original meaning and significance has become increasingly muted. In this article it is argued that both concepts are important ingredients of a behavioral theory of (organizational) learning. To support this argument, the development of both concepts is traced to the work of Gregory Bateson. In Bateson's thinking, the two concepts have a firm base in dyadic behavior and interaction.

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“…be noted, however, that although some concepts relating to families can be applied to organizational behaviour, organizational politics are more complex and work attachments are more easily and regularly broken than those within the family (Hirschhorn & Gilmore, 1980).…”

mentioning

confidence: 99%

When a Leader Dies

Hyde

Thomas

2003

Human Relations

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The reactions of followers after losing a leader are an important and neglected area of study. In fact, little is known about reactions to changes of leadership in organizational settings, generally. The effects of loss and specifically of bereavement within the family are well known. Whilst organizational life differs from family life, some relationships and reactions to loss may be comparable. One way of illuminating reactions to the loss of a leader is to look empirically at cases of leadership loss. This article presents one example taken from the health service of a team whose leader died after a short illness. Members of this team reacted differently according to their previous attachment to the leader and their reactions ranged from grief to indifference. The death of a leader is an extraordinary occurrence that may illuminate reactions to loss more generally within organizations.

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The Application of Family Therapy Concepts to Influencing Organizational Behavior

Cited by 30 publications

References 10 publications

Can Business Schools Humanize Leadership?

Can Business Schools Humanize Leadership?

Gregory Bateson on deutero‐learning and double bind: A brief conceptual history

When a Leader Dies

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