Social Construction of Reality - Bad Request

mission and vision. This raises the process to the symbolic level. Bolman and Deal
(2003) explain “the more complex a role structure (lots of people doing many different
things), the harder it is to maintain a focused, tightly coupled enterprise” which raises the
dilemma of “differentiation versus integration” (p. 69). The symbolic processes of level
four legitimation offer a mechanism to redress the dilemma. It is on this level that ideas
are integrated within organizational culture. Implementation of the evaluation tools
developed as a result of this research would be one indication that The School District
has reached the fourth phase of legitimation.
Double-loop learning. Morgan (1997) argues that a true learning organization
must provide for double-loop learning. The UFE design of this research provides an
avenue for stakeholders to strengthen the organization’s self-questioning behaviors and,
thus, “detect and correct errors in operating norms and thus influence the standards that
guide detailed operations” (p. 86). According to Morgan, many organizations are good at
single-loop learning, but few have developed the capacity for double-loop learning.
Discourse in Social Construction of Reality. Because objectivation,
institutionalization, and legitimation are all dependent upon words and dialogue, and
because the UFE design of this research is dependent upon discourse in a variety of
settings, it is important to review the nature and role of language in the social
construction of knowledge. Reason and Bradbury (2001) “suggest that the human world
as we know it is produced and reproduced by the innumerable acts and conversations that
we undertake daily” (p. 449). Bergman and Luckmann argue language grounds reality:
“the common language available to me for the objectification of my experiences is
grounded in everyday life and keeps pointing back to it even as I employ it to interpret
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