The course in Sociology of Organizations (9 CFU) aims to provide students with a solid theoretical and methodological foundation in the main approaches of the sociology of organizations and in the transformations that have affected contemporary organizations, with particular reference to businesses and public administrations.
The course is divided into a core course (6 CFU) and the Organizational Learning workshop (3 CFU).
Through the study of organizational theories, the evolution of work organization models, and the analysis of significant empirical cases, the course aims to develop students’ ability to understand the dynamics that govern how organizations function, the relationships between structures, processes, technologies, and people, as well as the role of cultural, institutional, and social factors in organizational change.
Particular attention will be devoted to analyzing the transition from Taylorist-Fordist and bureaucratic models to post-bureaucratic and cognitive configurations, the networked enterprise, quality- and innovation-oriented models, and new forms of work organization in companies and public administrations. The study of the Olivetti case will also provide an opportunity to explore a paradigmatic example of organizational and social innovation.
The Organizational Learning course rounds out the curriculum by providing an in-depth exploration of the processes of knowledge production, sharing, and utilization within organizations. It aims to develop an understanding of the mechanisms of individual and collective learning, the conditions that foster or hinder organizational change, the relationships between learning, competencies, and innovation, as well as knowledge management practices and reflective skills within organizations.
Upon completion of the course, students will be able to use conceptual and analytical tools to critically interpret organizational phenomena, analyze cases and processes of change, evaluate the effectiveness of different organizational models, and connect theoretical perspectives to concrete organizational practices, thereby developing skills useful for working in both public and private organizational contexts and for pursuing advanced studies in the field of organizational analysis and development.
The course is divided into a core course (6 CFU) and the Organizational Learning workshop (3 CFU).
Through the study of organizational theories, the evolution of work organization models, and the analysis of significant empirical cases, the course aims to develop students’ ability to understand the dynamics that govern how organizations function, the relationships between structures, processes, technologies, and people, as well as the role of cultural, institutional, and social factors in organizational change.
Particular attention will be devoted to analyzing the transition from Taylorist-Fordist and bureaucratic models to post-bureaucratic and cognitive configurations, the networked enterprise, quality- and innovation-oriented models, and new forms of work organization in companies and public administrations. The study of the Olivetti case will also provide an opportunity to explore a paradigmatic example of organizational and social innovation.
The Organizational Learning course rounds out the curriculum by providing an in-depth exploration of the processes of knowledge production, sharing, and utilization within organizations. It aims to develop an understanding of the mechanisms of individual and collective learning, the conditions that foster or hinder organizational change, the relationships between learning, competencies, and innovation, as well as knowledge management practices and reflective skills within organizations.
Upon completion of the course, students will be able to use conceptual and analytical tools to critically interpret organizational phenomena, analyze cases and processes of change, evaluate the effectiveness of different organizational models, and connect theoretical perspectives to concrete organizational practices, thereby developing skills useful for working in both public and private organizational contexts and for pursuing advanced studies in the field of organizational analysis and development.
teacher profile teaching materials
1. Foundations of the sociology of organizations
This unit introduces the sociology of organizations as a field of study, its object of analysis and its main theoretical perspectives:
- organizations as social constructs;
- the relationship between organization, work and society;
- the distinction between the sociological and the managerial approach;
- the main conceptual tools for organizational analysis.
2. The evolution of organizational theories
This unit reconstructs the historical development of the main organizational theories and their interpretive paradigms:
- the classical school of organization: Taylor and the principles of Scientific Management; Fordism; the main critiques of Taylorism-Fordism; neo-Taylorism;
- the Human Relations school: Mayo and the Hawthorne experiments, the organization as a living organism (Gouldner);
- complex organizations: Barnard and organizations as cooperative systems, the distinction between the formal and informal sphere;
- the behavioral and motivational school: Maslow and the hierarchy of needs, Herzberg and hygiene/motivational factors, Argyris and double-loop learning, Drucker and Management by Objectives, the knowledge worker and the enterprise as a social institution;
- socio-technical models and contingency theories: Miller and Rice, Woodward, Emery, Trist, Burns and Stalker, Thompson and Simon, Mintzberg and organizational configurations;
- the cognitive and decision-making approach: Simon, organizations as artifacts and bounded rationality;
- contemporary paradigms: transaction cost theory (Coase, Williamson), organizational networks (Powell, Granovetter, Castells) and the shift from the hierarchical enterprise to the network enterprise; the cognitive-cultural approach with Weick (sensemaking) and Schein (organizational culture); Senge's learning organization and the five disciplines.
3. Classical organizational models
This unit analyzes the historical development of classical organizational models:
- the Taylorist-Fordist model and scientific management;
- the bureaucratic model and administrative rationality;
- forms of hierarchical coordination and formal structures;
- strengths and limitations of classical organizational models.
4. From bureaucracy to post-bureaucratic models
This unit addresses the processes of transformation of contemporary organizational models:
- post-bureaucratic models;
- network organizations and flexible structures;
- Total Quality Management and customer centrality;
- process-based organization;
- the transformation of public administration: from the Weberian bureaucratic model to New Public Management and New Public Service;
- public governance and teleocratic approaches in innovative administrations;
- the cultural and managerial transformations of contemporary organizations.
5. Organizational change and learning processes
This unit examines organizational change as a complex, multidimensional process:
- organizational learning and knowledge creation;
- the interaction between individual and collective learning;
- the integration of people, processes, technologies and structures;
- innovation and adaptation in complex organizations.
6. Organizational analysis and development
This unit examines theoretical and empirical tools for organizational analysis and the promotion of organizational development processes:
- conceptual tools for organizational analysis and development;
- leadership and the development of professional groups;
- endo-organizational, inter-organizational and industrial-relations negotiation processes;
- governance and human resource management in innovative organizations;
- the ethical, symbolic and value-related dimension of organizational redesign processes.
7. The Olivetti model as a case study
This unit is devoted to the analysis of the Olivetti model as an example of an innovative, socially integrated organization:
- organizational culture and corporate identity;
- innovation and industrial organization models;
- the relationship between enterprise, territory and community;
- the social and cultural dimensions of production systems;
- the Olivetti model as a paradigm of innovative organization;
- contemporary reinterpretations and the ongoing relevance of the model.
Integrated perspective of the course
Across the different units, the course develops an analytical perspective centered on:
- the interaction between organizational structures and social contexts;
- the role of culture, power and knowledge in organizations;
- the comparison between different organizational models;
- the critical analysis of organizational change processes in businesses and public administrations.
LA ROSA M. (a cura di), Il "modello" Olivetti: passato, presente, e futuro?, FrancoAngeli, Milano, 2022.
Programme
The course is organized into thematically interconnected units, aimed at integrating the theoretical foundations of the sociology of organizations with the empirical analysis of contemporary organizational processes.1. Foundations of the sociology of organizations
This unit introduces the sociology of organizations as a field of study, its object of analysis and its main theoretical perspectives:
- organizations as social constructs;
- the relationship between organization, work and society;
- the distinction between the sociological and the managerial approach;
- the main conceptual tools for organizational analysis.
2. The evolution of organizational theories
This unit reconstructs the historical development of the main organizational theories and their interpretive paradigms:
- the classical school of organization: Taylor and the principles of Scientific Management; Fordism; the main critiques of Taylorism-Fordism; neo-Taylorism;
- the Human Relations school: Mayo and the Hawthorne experiments, the organization as a living organism (Gouldner);
- complex organizations: Barnard and organizations as cooperative systems, the distinction between the formal and informal sphere;
- the behavioral and motivational school: Maslow and the hierarchy of needs, Herzberg and hygiene/motivational factors, Argyris and double-loop learning, Drucker and Management by Objectives, the knowledge worker and the enterprise as a social institution;
- socio-technical models and contingency theories: Miller and Rice, Woodward, Emery, Trist, Burns and Stalker, Thompson and Simon, Mintzberg and organizational configurations;
- the cognitive and decision-making approach: Simon, organizations as artifacts and bounded rationality;
- contemporary paradigms: transaction cost theory (Coase, Williamson), organizational networks (Powell, Granovetter, Castells) and the shift from the hierarchical enterprise to the network enterprise; the cognitive-cultural approach with Weick (sensemaking) and Schein (organizational culture); Senge's learning organization and the five disciplines.
3. Classical organizational models
This unit analyzes the historical development of classical organizational models:
- the Taylorist-Fordist model and scientific management;
- the bureaucratic model and administrative rationality;
- forms of hierarchical coordination and formal structures;
- strengths and limitations of classical organizational models.
4. From bureaucracy to post-bureaucratic models
This unit addresses the processes of transformation of contemporary organizational models:
- post-bureaucratic models;
- network organizations and flexible structures;
- Total Quality Management and customer centrality;
- process-based organization;
- the transformation of public administration: from the Weberian bureaucratic model to New Public Management and New Public Service;
- public governance and teleocratic approaches in innovative administrations;
- the cultural and managerial transformations of contemporary organizations.
5. Organizational change and learning processes
This unit examines organizational change as a complex, multidimensional process:
- organizational learning and knowledge creation;
- the interaction between individual and collective learning;
- the integration of people, processes, technologies and structures;
- innovation and adaptation in complex organizations.
6. Organizational analysis and development
This unit examines theoretical and empirical tools for organizational analysis and the promotion of organizational development processes:
- conceptual tools for organizational analysis and development;
- leadership and the development of professional groups;
- endo-organizational, inter-organizational and industrial-relations negotiation processes;
- governance and human resource management in innovative organizations;
- the ethical, symbolic and value-related dimension of organizational redesign processes.
7. The Olivetti model as a case study
This unit is devoted to the analysis of the Olivetti model as an example of an innovative, socially integrated organization:
- organizational culture and corporate identity;
- innovation and industrial organization models;
- the relationship between enterprise, territory and community;
- the social and cultural dimensions of production systems;
- the Olivetti model as a paradigm of innovative organization;
- contemporary reinterpretations and the ongoing relevance of the model.
Integrated perspective of the course
Across the different units, the course develops an analytical perspective centered on:
- the interaction between organizational structures and social contexts;
- the role of culture, power and knowledge in organizations;
- the comparison between different organizational models;
- the critical analysis of organizational change processes in businesses and public administrations.
Core Documentation
COCOZZA A., Organizzazioni. Culture, modelli, governance, FrancoAngeli, Milano, 2014.LA ROSA M. (a cura di), Il "modello" Olivetti: passato, presente, e futuro?, FrancoAngeli, Milano, 2022.
Reference Bibliography
Bonazzi, G. (2006). Come studiare le organizzazioni. Bologna: Il Mulino. Bonazzi, G. (2007). Storia del pensiero organizzativo. Vol 1. La questione industriale. Milano: FrancoAngeli. Ed. or. 2002. Bonazzi, G. (2007). Storia del pensiero organizzativo. Vol 2. La questione burocratica. Milano: FrancoAngeli. Ed. or. 2001. Bonazzi, G. (2008). Storia del pensiero organizzativo. Vol 3. La questione organizzativa. Milano: FrancoAngeli. Ed. or. 2002. Butera, F. (2009). Il cambiamento organizzativo. Analisi e progettazione. Bari: Laterza. Butera, F. (2016). La nascita della sociologia dell’organizzazione alla Olivetti: le Scienze dell’Organizzazione in Italia e il loro futuro. Studi Organizzativi, 2, pp. 10-42. Butera F. (2020). Organizzazione e società. Innovare le organizzazioni dell'Italia che vogliamo. Venezia: Marsilio.Attendance
The course is delivered in person. Classes are held during the first semester, on Thursdays, from 10:00 a.m. to 1:00 p.m. Attending students may also bring and discuss, during the final examination, some of the exercises carried out in class. The syllabus for non-attending students is the same, and the assessment methods are those indicated in the dedicated section.Type of evaluation
Learning is assessed through a final oral examination, aimed at verifying students' mastery of the theoretical content, their ability to analyze organizational models, and their competence in critically interpreting the transformation processes of contemporary organizations. During the oral examination, students will be required to demonstrate: - knowledge of the main organizational theories and their historical evolution, and the ability to understand and compare the different theoretical paradigms addressed in the course; - the ability to analyze classical and contemporary organizational models and to interpret processes of organizational change and learning; - the ability to apply theoretical categories to the analysis of organizational cases, with particular reference to the Olivetti model, highlighting the connections between theoretical approaches, models and empirical cases; - clarity of exposition and appropriate use of disciplinary language; - independent judgement and the ability to develop coherent, critical and autonomous arguments. For attending students, the oral examination may also include the presentation and discussion of some of the exercises carried out in class during the course. The assessment will take into account the level of knowledge of the content, the ability to critically analyze and connect theory with empirical cases, the accuracy of language, and the argumentative autonomy demonstrated during the examination.