- Title
- Role ambiguity: it's impact on the effectiveness of organisational change
- Creator
- Jeanneret, Neryl; Forrest, David; Monfries, Melissa
- Relation
- The Australian Society for Music Education Inc. XV National Conference. A Celebration of Voices: XV National Conference Proceedings (Melbourne 3 -7 July, 2005) p. 118-122
- Relation
- http://www.asme.edu.au/conferences.htm
- Publisher
- Australian Society for Music Education
- Resource Type
- conference paper
- Date
- 2005
- Description
- While the literature widely acknowledges the influence of role ambiguity and occupational stress there has been scant recognition of the impact and effect on organisational change. People’s expectations of occupational roles are often derived from their perceptions of how others perceive their role (Scheib, 2003) and these perceptions become more salient when there is a disparity between what the bureaucracy and the practitioners expect from middle management roles. The interactional intricacies that occur in deciphering these perceptions lead to cognitive distortions that result in problems concerning role definition, ambiguity, and conflict. Research acknowledges the integral part of role ambiguity and role conflict in management positions (Elovainio and Kivimaki, 2001) and the literature and occupational climate can be used as a template for the investigation of the problems of educators who find themselves in positions of middle management within state education systems. Many state education systems support or have supported a music position within the administrative centre of education departments. The roles and responsibilities assigned to these positions may vary from state to state but the one thing they do have in common is that they provide a reference point and voice for music in the broader context of education and subsequent policy making and implementation. This paper focusses on issues of role definition, ambiguity and conflict which come about as a result of disparate perceptions of the expectations of these positions held by upper management and classroom practitioners.
- Subject
- organisational change; stress; ambiguity; music teachers
- Identifier
- http://hdl.handle.net/1959.13/31791
- Identifier
- uon:2813
- Identifier
- ISBN:0957741359
- Language
- eng
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