ORGANIZATIONAL ANALYSIS 2:

Describe the Organizational Culture at LWO - Isabelle

The culture at Newcastle University Business School (NUBS) particularly within the
Leadership, Work, and Organisations subject group is dedicated to excellence in
research and education. Their aim is to produce high-quality, innovative, and
theoretically informed research. Students, communities, and organisations’ futures are
at the heart of their organisational culture. LWO consists of two research communities
the first being human resource management work and employment and the second is
strategy international business and society. Their human resource management work
and employment research communities aim to transform the world of work, with their
contribution to local and national debates about the changing nature of management,
work and employment, and organisational environments. The nature of the best way to
run an organisation is something that has evolved over time. From Taylors’ scientific
approach to management (1880s-1890s) and his interest in the relationship between
task, time, ability, and piece rate pay. The end goal in mind is the “one best way” to
maximize the efficiency and output of employees.

There has always remained a motivation for improving the management of a

workplace. In 1927, the Hawthorne experiment took place which was a study conducted
by Elton Mayo that aimed to investigate individuals as a group. He identified the
importance of human factors within organisations and realized the importance of
employees’ social needs and interests rather than them being compared to “machines”
that are described by Taylor as employees would do the same task repeatedly. This is
where we saw a noticeable shift from scientific management to human relations.
Furthermore, we have seen the evolution of bureaucracy outlined by Weber in the mid-
18th century, which focused on the clear hierarchy which exists in firms and the division
of labour where each department specializes in their own roles to contribute to the firm’s
overall task. In contrast, firms such as Tech Co aim to rethink bureaucracy in the age of
social media, by creating an organisation that is “post-bureaucratic” where they
encourage employees to have a voice and where a hierarchy is non-existent. However,
theorists such as Paul du Gay believe “if bureaucracies were useless, it is remarkable
that there are so many of them around all over the world.” His theory is that there is no
other form of organization that can handle a wide range of issues that bureaucracies
have been able to deal with and continue to handle today. He quotes “Bureaucracy is-
and will remain so for the foreseeable future – the only way to structure unified working
systems with hundreds or thousands of employees” (Knudsen, 2013.) However, like
LWO, and many other research communities, they are constantly researching new ways
of transforming the nature of work in the hope of finding the most effective way of
running an organization. Their second research community: strategy, international
business, and society committed to contributing to local and national debates about the
changing nature of management, organizations, and society, using theoretically
methodologically pluralistic and innovative approaches. Their aim is to produce high-
quality and impactful research and to generate distinctive knowledge that is relevant to
the emerging challenges faced by academics, policymakers, practitioners, and other
stakeholders with significant applications in knowledge transfer and teaching settings.
The Leadership, Work, and Organisation subject group’s aim is to produce continuous
high-quality research to improve the knowledge and teaching at NUBS in order to
improve students’ futures along with their contribution to society as a whole.

References:

1. Picture: www.linkedin.com. (n.d.). Work: Number 12 of 20 – ‘The Taylorism

hangover that just won’t go away’. [online] Available at:
https://www.linkedin.com/pulse/work-number-12-20-taylorism-hangover-just-wont-go-
conrad [Accessed 17 Apr. 2023].

2. Picture: Francis, A. (2014). 4 Phases of Hawthorne Experiment – Explained. [online]

MBA Knowledge Base. Available at:
https://www.mbaknol.com/management-concepts/4-phases-of-hawthorne-experiment-
explained
3. Jesper Knudsen, in defence of bureaucracy with scenario mag (seminar 3 prep)
Analyze the Organizational Culture at LWO - Jessica

When analyzing the organizational culture of Leadership, Work and Organisations

(LWO) within the Newcastle University Business School, we must engage with their
choice of research communities; Human Resource Management work and Employment
(HRMWE), and Strategy International Business and Society.

The research group's mission on HRMWE is to ‘produce high quality and innovative
research with significant applications within Knowledge Transfer and teaching settings’
as they are committed to contributing to local, national, and international debates
around the changing nature and management of employment and organizational
environments. The business school also want the research group to share their expert
knowledge with the next generation of professionals, which inevitably accredits master’s
degrees in human resource management, as well as creating a ‘post-experience MA
Employee Relations’ This group is crucial for exploiting the organizational culture of the
Newcastle University Business school by extending knowledge as much as possible.

The other research group – The Strategy, International Business and Society is
primarily concerned with ‘the management of strategic, international business and
societal issues’ The multi-disciplinary group take part in local, national, international,
and historical debates involving the difference in management, organizations, and
society through the use of ‘theoretical and methodologically pluralistic and innovative
approaches’. The organizational culture is researched through this group using these 5
strategy objectives;
· Strategic management
· Non-profit strategy and management
· Management and organisation theory
· Historical organisation studies
· Business elites, power and strategic leadership

As we know, Frederick Winslow Taylor developed a new approach to management in

the 1880s called ‘Scientific management’ as he took important steps to increase the
production of employees whom he had labeled ‘systematic soldiers’, which meant the
operators were consciously and deliberately restricting their output. Taylor aimed to
achieve efficiency, predictability and control in the workplace. He implemented five
principles;
1. A clear division of tasks and responsibilities between management and
workers
2. Use of scientific methods to determine the best way of doing a job
3. Scientific selection of the person to do the newly designed job
4. The training of the selected worker to perform the job in the specified way
 5. Surveillance of workers through the use of hierarchies of authority and close
supervision

This new approach is important for the organizational culture of the Newcastle
University Business School as it enables the maximum effort of efficiency so that quality
and production is improved, and therefore the LWO will achieve their goals easier.

The Hawthorne studies and Human Relations Theory of Elton Mayo are also important
for the organizational culture of the LWO. As Taylor had created a theory focusing on
how to improve individual performance, Hawthorne developed this by setting the
individual in a social context, as a series of experiments were conducted during the
1920-30s to argue that an employee’s performance was influenced by work
surroundings and co-workers, as much as it was by employee ability and skill. These
experiments took place at the Hawthorne plant of the Western Electric Company
(located in Cicero, Illinois), they involved testing physical changes, for example,
illumination, as well as focusing on the effects of rest pauses and the length of the
working day on employees. The results of the ‘Hawthorne Effect’ increased output from
employees due to the higher attention paid to their activity and productivity at work. This
aids the organisational culture of the LWO as it allows the NUBS to see what works best
for the maximum efficiency of students studying there.

The Human Relations Theory was introduced by Elton Mayo, an Australian

psychologist, as he led on from the previous Hawthorne Experiments and concluded
that workers were not just concerned with money, but also by having their social needs
met at work. The Human Relations School of thought focused on managers taking more
of an interest in workers, as he found that workers are best motivated by;
· Better communication between managers and workers
· Greater manager involvement in employees working lives
· Working in groups or teams
· A paternalistic style of management
The Human Relations Theory can be brought to the modern-day organisation of the
LWO as factors are taken in order to ensure employees and students are motivated by
their work. Examples include Free tea and coffee mornings, On-site help for students
during opening hours and an interactive social media page.

References:

Buchanan, David A, and Andrzej Huczynski. Organizational Behaviour. 10th ed.,

Harlow, Pearson, 2019.
Expert Program Management. “Expert Program Management.” Expert Program
Management, 2018, expertprogrammanagement.com/2018/05/mayos-
motivation-theory-hawthorn-effect/.
“Human Resource Management, Work and Employment.” Www.ncl.ac.uk,
www.ncl.ac.uk/business/research/communities/leadership-work-organisation/hr-
work-employment/. Accessed 24 Apr. 2023.
“Principles of Scientific Management - Principles of Management | Management
Process.” BrainKart, www.brainkart.com/article/Principles-of-Scientific-
Management_40722/.
Riley, Jim. “Tutor2u.” Tutor2u, 2019,
www.tutor2u.net/business/reference/motivation-mayo-human-relations-school.
“Strategy, International Business and Society.” Www.ncl.ac.uk,
www.ncl.ac.uk/business/research/communities/leadership-work-organisation/
strategy-international-business-society/. Accessed 24 Apr. 2023.
“The Hawthorne Studies | Introduction to Business.” Courses.lumenlearning.com,
courses.lumenlearning.com/wm-introductiontobusiness/chapter/the-hawthorne-
studies/.
How the Organizational Culture of LWO subject group is reflected in
NUBS Organizational Structure as well - Jiya

The Newcastle University Business School’s curriculum and structure are designed to
provide its students with the highest quality of education as they believe the world
needs more leaders. Their starting point also rests at “leadership needs to be better
understood” and thus the organisational culture of the LWO is built in a way to inspire
the business leaders of the future.
The AACSB provides ample opportunities for business schools to incorporate within
themselves concepts that will result in the training and education of better leaders for
the future, ones that will change the narrative of business and the importance of
business education in society. These leaders will benefit from a curriculum that is
created from better science in the background of leadership development. They are built
on the basis of industry connections and experience with corporate and organisational
needs that arm students with research-informed insights into efficient and highly
effective leadership. Apart from profit, they are taught to support ethical and sustainable
businesses that will in turn cultivate business systems and people who will enhance the
development of society, not only as we know it but how it will be based on all
contingencies.

In order to provide opportunities for students to develop and to prepare them for the
future of work through various programmes and inclusivity of research methodologies
across all disciplines, the NUBS has laid out a coherent organisational structure for its
functioning consisting of pre-eminent employment practices, formalisation and
specialisation along several other structural instruments.

Employment practices refer to specific duties and tasks that an employer will execute in
order to follow their job description. Newcastle University Business School (NUBS) has
multiple areas of employment where employment practices will differ. For example,
professors will do extensive research in order to deliver lectures and seminars, whereas
a module leader may have a different practice to follow such as managing professors to
ensure they deliver effective information to the students. Each part of the hierarchical
structure of the business school will have different employment practices.

Centralisation is the process of centralizing a system. The Newcastle University

Business School has a centralised hierarchy and information can be passed down
between stages to try and provide the highest quality teaching programme for students.
The leadership at Newcastle University Business School consists of 15 members.
Centralisation is shown at the NUBS with Professor Stewart Robertson who is the head
of the Business School and has a higher level of authority as compared to Professor
Stuart Barnes, who is a professor of marketing. The bifurcation of decision-making
depends on the knowledge, expertise and experience held by each individual in this
hierarchical ladder.

Standardisation is the process of creating standards. Within NUBS staff are arranged
into departments such as accounting and finance, economics, marketing, and business
management. This is further standardised as within these departments there are then
module leaders such as in digital business or management and organisation. As stated
on the NUBS website, NUBS has principles in which these departments work together
to provide the freedom and opportunity to succeed and respond to future and current
challenges. There is also a standard procedure for students and staff for assignments
when it comes to marking and completing essays and exams. This is to allow for fair
grading and clear instructions on how to complete the assignments. It also aims to stop
plagiarism and cheating within the school. There is also standardisation when joining
the university with entry requirements being needed to be met in order to gain a place in
NUBS.

Formalisation refers to the existence of a set of rules, procedures and guidelines for the
functioning of a business. Students are given a comprehensive set of instructions that
state the brief, guidelines and format for each assignment they are required to do. There
is the expectation of communications happen via formal channels and for them to be
done in a formal manner such as through the university’s official email ID, canvas or via
the student portal. Exam procedures and essay guidelines as well as citation rules and
guidelines are clearly written and communicated to students and staff members.

References:
“The Future of Work | Newcastle University Business School | Newcastle University,”
www.ncl.ac.uk. https://www.ncl.ac.uk/business/about/themes/future-of-work/

“Leading on Leadership | Newcastle University Business School | Newcastle University,”

www.ncl.ac.uk. https://www.ncl.ac.uk/business/about/themes/leading-on-leadership/

“A Collective Vision for Business Education | AACSB,” www.aacsb.edu.

https://www.aacsb.edu/insights/reports/a-collective-vision-for-business-education

“Leadership Team - Newcastle University Business School - Newcastle University,”

www.ncl.ac.uk. https://www.ncl.ac.uk/business/people/leadership-team/
“Assignment Submission Guidance | Academic Skills Kit | Newcastle University,”
www.ncl.ac.uk. https://www.ncl.ac.uk/academic-skills-kit/assessment/assignment-submission/

“Newcastle University Business School - Newcastle University Business School - Newcastle

University,” www.ncl.ac.uk. https://www.ncl.ac.uk/business/

Own experiences of LWO as someone studying business

management - Mansoor
Reflecting on my university experience, I perceive it as a positive one despite
encountering challenges along the way. However, I have managed to surmount these
barriers and take pride in my accomplishments while maximizing every opportunity
presented during this phase. Pursuing higher education has always been both a
personal aspiration and professional ambition for me. Consequently, exceeding my
initial expectations of the university encounter proved enlightening and enhanced self-
confidence levels significantly.

Primarily driven by its potential impact on an individual's social mobility, attending

university held immense appeal for me. As noted by Hoare 2016, traditional
perspectives hold that this academic pursuit serves as an enjoyable bridge between
adolescence and adulthood- particularly among young people from middle-class
backgrounds with better access to resources than lower-income counterparts. In
essence, individuals hailing from such socio-economic standings benefit immensely
from obtaining tertiary-level qualifications towards improving their overall status within
society. Enhancing my socio-economic status and securing a prestigious professional
occupation were the primary impetus that motivated me to pursue higher education.
This motive was an influential element in my personal pursuit towards university, with
aspirations of attaining entrepreneurship as a career goal.

The recent alterations in the education industry have facilitated individuals from my
socio-economic background to access university, which was previously unfeasible. As
per Burke's standpoint, higher education has undergone significant changes and
transformations owing to diversification and massification factors.During my time in
university, I have experienced a diverse range of individuals and events which has
facilitated significant personal growth. In order to better serve students from different
backgrounds and enhance their academic journey, the institution has established
various programs aimed at providing additional resources for success. The Leadership,
Work and Organisation (LWO) program offers numerous services including bridge
programs, learning support systems as well as tutorial services with the aim of
addressing common challenges faced by students such as adapting to new learning
environments or improving writing skills. The LWO recognizes the importance of
academic support for all students, including those from diverse backgrounds who may
face additional barriers in achieving academic success. In my studies I have gained
specific historical knowledge which has enhanced my ability to understand this
knowledge and given the potential for me to be able to relay this knowledge to others in
the future in my career in the education sector. My Undergraduate Degree has given me
the opportunity to study a wide variety of topics from Taylors’ scientific approach to
management,Bureaucracy, Mayo scientific management and Tech co, which has given
me a broader historical knowledge and improved my ability to write about a diverse
range of topics.

The module on management and organization provided me with a new perspective on

Mayo's scientific management and Max Weber's bureaucratic management, both of
which were previously new to me. Although intriguing, I discovered that Mayo's theory
was particularly relevant during my academic year as it emphasizes the significance of
social elements in achieving contentment. For instance, while working in groups for
various modules, effective communication, collaboration and motivation played crucial
roles in creating cohesive teams capable of completing tasks promptly and
efficiently.Furthermore, the Bureaucratic management theory by Weber emphasizes on
structural and procedural aspects of organisations.The theory introduces the concept of
a hierarchical structure, clear division of labour and responsibility, as well as
standardized operating procedures. Such structural aspects are found to be particularly
useful in large organizations where standardization and control are key factors for
efficient operations.

However, it is important to note that both Mayo's and Weber's theories have their
limitations. Mayo's theory fails to recognize the importance of individual differences and
personal motivations in work activities whilst Weber's bureaucratic management theory
has been criticized for being too rigid and inflexible.

References:

Elton Mayo: The Hawthorne Experiments Thinker. (no date) British Library.
Available at: https://www.bl.uk/people/elton-mayo (Accessed: April 22, 2023).

Palmore, E., & Luikart, C. (1972). Health and Social Factors Related to Life Satisfaction.
Journal of Health and Social Behavior, 13(1), 68–80. https://doi.org/10.2307/2136974
Hoare, Anthony, et al. Higher Education, Social Class and Social Mobility: The Degree
Generation. United Kingdom, Palgrave Macmillan UK, 2016.

Own experiences of LWO as someone studying business

management - Joe
The LWO subject group bases its organisational culture around a set of fundamental
values and visions, with an emphasis on inspiring academic ambition and excellence in
undergraduate students, such as myself, through providing an array of exceptional
teaching and support.

From the minute I considered the prospect of studying Business Management at

Newcastle University, I was immediately enticed by the philosophy and integrity of the
LWO group. During the university's open days, it was evident that every employee
within the organisation shared the same passion, dedication and commitment to its
philosophy and purpose of producing “high quality, innovative and theoretically
sophisticated research” across all areas of management and international business.
Lecturers, research assistants, and directors all demonstrated their passion for learning
and teaching, and did this in such a welcoming and harmonious manner that made me
feel excited to be involved with the LWO group; the persona of the entire community
perfectly portrayed the subject group as an amiable hub for developing knowledge. The
overwhelming pledge to positively contribute to local and global debates, and shape the
next generation of business leaders appealed immensely to me. It was clear to see why
the NUBS had recently become a ‘triple-crown’ accredited school, placing the institution
amongst the top business schools worldwide and fulfilling the aims of the LWO. Very
quickly I realised Newcastle University would be the perfect destination for me to
enhance my educational aptitude but also develop me to be a virtuous individual.

Once I began my journey working with the LWO subject group, I felt aligned with the
group’s values and was encouraged to see everyone around me shared the same
initiative. Across the enormous workforce of over 300 staff members, from receptionists
to subject leaders, I was greeted by a warm, supporting, approachable attitude as every
person was more than happy to respond to my queries and provide guidance to help me
settle in to the community as soon as possible. I recall being immeasurably impressed
by the way in which lecturers were ready to go the extra mile to ensure inclusion and
development, as they were ready to support the individual needs and ambitions of the
thousands of students in the subject group to maximise their educational prosperity.
When I reached out to my lecturers they went out of their way to acknowledge my
intrigues and provide a solution. This can be likened to the organisational culture of
TechCo, a firm which discourages stifled individual expression, instead facilitating
collaboration, creative expression and human connection.

The LWO provides an enormous range of facilities such as the careers department
which cements strong foundations for future prospects of students, and the well-being
office which prioritises the mental state of students to ensure they have a worthwhile
experience in the LWO. This aligns with the management theories of Max Weber, a
German political economist and sociologist who was an advocate of an ‘ideal
bureaucracy’. This involved every employee being treated equally and work
responsibilities being divided by teams’ areas of expertise, contributing to a well-defined
hierarchical structure which provides clear lines of communication and collaboration.

Additionally, the state-of-the-art £350m project, the Newcastle Helix, which holds 4
lecture theatres and 27 seminar rooms, was built to provide cutting-edge learning
facilities. This has been extremely effective in helping align with the organisation’s aims
of cultivating excellence amongst its students. This has been immeasurably beneficial to
me during my time at the LWO group, as the facilities mean I always have a supportive
study space and positive environment to enhance my education.

Furthermore, the LWO sets its values around preparing its students to be impactful and
successful individuals in the future, whilst embracing a respectful and diligent attitude
towards others. This is strengthened by the selection of modules and form of
assessments – as I personally have massively benefitted from working in groups with
peers to complete tasks on multiple occasions across my first year of study. The LWO
programme encourages us to collaborate with one another to breed excellence and
teaches us a range of skills and values which are pivotal to excelling in a workforce in
the future.

Every aspect of the LWO subject group operates around its resolute organisational
culture, designed to maximise educational development. This has certainly had an
enormous impact on my educational experience, as the first-class teaching and support
I receive has laid strong foundations for me to flourish and achieve my academic
aspirations. Judging from my experience, the organisational culture of the LWO is
incredibly effective, and is exemplary on how to impose success within an organisation.

References:

Weber, M. (2019) Economy and Society : A New Translation, Types of Rule (pp.384 -
354)
Newcastle University. (2023). Newcastle University Business School. Leadership, Work
and Organisation. Available at:
https://www.ncl.ac.uk/business/research/communities/leadership-work-organisation/