學校組織發展을 위한 意思疎通樣相에 관한 硏究

• 영문명: A Study on Communication Aspects for Organizational Development in Schools
• 발행기관: 국민대학교 교육연구소
• 저자명: 申仲植(Shin Joong-shik)
• 간행물 정보: 『교육논총』제4집, 5~35쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1985.02.01

영문 초록

  Communication has deep significance for human organizations since individuals make specialized contributions to the achievement of the overall goals of the organization. Communication is the basis of cooperative effort, interpersonal influence, goal determination, and achievement of human and organizational growth. Communication is an appropriate final topic because it is an integrating, dynamic component for all our discussions-bureaucracy, climate, motivation, leadership, and decision-making.   The degree of coordination and degree of group unity are at least partly a function of the quality of communication. Group cohesiveness depends upon common goals, so it is necessary for group members to communicate enough to discover what they hold in common and to identify the areas of difference that should be studied further. Communication includes all behavior that exchanges information and understanding between one person and another formally or informally, verbally or nonverbally.   The pervasiveness of communication in school makes it fundamental and integerative process in educational administration. Perfect communication in a school obviously is impossible. Planning the communication before engaging the transmitter and using the knowledge from communication theory can improve the efficiency and effectiveness of administrative communication.   People in schools communicate many different kinds of information to one another. They talk about the tasks they perform, the methods they use to get tasks accomplished, and sometimes, though rarely, about interpersonal dynamics they have experienced. Although much of the work in schools is accomplished through communication exchanges between two persons, the work of people in groups- cabinets, departments, committies, and teams is very important. Four interpersonal communication skills, "paraphrashing", "impression checking", "describing the other"s behavior", and "describing your own feelings" are required for the improving communication.   Communication in the organization as a whole can best be observed by attending to the regularized procedures through which it occurs. Effective communication integrates the three criteria. It has the qualities that lead to positive perceptions; it accomplishes organizational and personal goals; and it is considered effective both on a short and long-term basis.   Improved communication is a fundamental objective of consultation in organization developement. Becausee a school"s adaptability depends in part upon effective communication between persons, within subsystems, and in the organization at a large, most OD efforts in schools begin with practice in new forms of interpersonal communication and proceed to the use of new communication skills, norms, and structures within the school"s subsystems.   The OD consultant looks at regular and legitimate channels of communication among subsystems, the regularity with which information from the organization"s environment is discussed, the time that elapses between problem identification and responsive action, the regularity with which extra resourses in one task group are used by another, and the like.

목차

Ⅰ. 緖論
Ⅱ. 學校組織의 意思疎通 模型과 類型
Ⅲ. 意思疎通過程에서의 學校長의 役割
Ⅳ. 效果的인 意思疎通技法과 學校組織發展
Ⅴ. 結論
References
(Summary)