‘Theory Z Management and the College Writing Center James Tackach Humaniies Division Roger Williams Colese Bristol, RI 02809 Directors of college writing coaters must play many roles teacher, ven computer programmer. Out advanced dice in English did not feain us for all these roles, and many of us enroll in courses and serinars in everything fom grant wring to computer iteraey inant tempt to makeup for what we have mized, ut here is one important role that wring centr avctors wus play for which they hve scived le taiing, and for which they are unlikely to cecive any formal ning ones on the job, That roles the roe of manager ‘Most writing center directors supervise asa of anywhere fom two fo twenty, a staff which might include full-sime and parttime instruc tors, graduate teaching asisants, peer tutors, or an uncomfortable mi of all of the above. Having’ shunned courses in business and ‘management as tindrgraduates and having bad litle management ex perience before assuming thet ils, any writing center directors en ounter difiulty solving staf mangement problems when they ars. Sorhey stumble slong fram esis acs personality coats among taff members, complains about everyting frm silities to work Schedules, student complains about conlcing irctions from in structors—never relly establishing any coherent management poy or logical ines of authority. The results Inefficient maagemest for he wring enter, confusion for the stants for which the center operate, And ahigh level of frustation forthe director. Should we wonder why th turnover rat or such postion is bak? ‘Writing center directors who have experience such difficulties and frustrations would be wise to iavesiaate 8 management syle that2 ‘The Writing Center Journal teceiving increasingly more attention by American businesses and busines schools: Theory Z management. Named by Willam Ouch of U.C.L.A's Graduate School of Management, Theory Z sa Japanese ‘management syle that has been imported by such American ims a TOM, Hewlet-Packard, Rockwell Intemational, and Westinghouse. {©uchi's theory is fully explained in Theory Z: Flow American Business (Gan Meet the Japanese Chalenge (Reading, Massachuseits: Adison- ‘Wesley Publishing Co, 1981) Parentheical page numbers refer to this work) Pat simply, the Theory Z approach to management suggests “that involved workers are the ke 10 increased productiviy”(p.4). lis basic Tesons are two: trust between management and workers, and awareness of subety by management. Theory Z managers repudiate {he mistrust between employer and employee that fa characte of ‘many American busineses, Theory Z managers foster an atte of ‘tual ust managers wast workers to make important deisins and {o eet involved in company policy making because managers realize ‘hat workers, ike members ofan efficient basketball squad, want (0 make decisions that wil Benefit the companys and workers trust ‘management to reward them for their cooperation ad efor, Theory Z ‘managers also realize that relationships between people are complex ‘nd changing; the subueties of human relationships cannot be respected bby managers who rigidly enfore bureaucratic ues. College and university operations are quite compatible with Theory Z management practices because of our edational institutions” en ‘phasis on long-term goals instead of short-erm financial profits. The foals of most colges and universities, like those of Theory Z com Danis, are longterm the school wants its stents to learn skis and Sequire Knowledge that wil be used many years afler graduation. College administrators, unlike the managers Of companies obsessed with immediate profits, are generally willing to operate in the red fr Shor periods wo ensue tha those goals are not compromised. Theory Z businewes operate similarly, actording to Ouchi“. profits are regarded not ar an end in themselves or asthe method of "keping Soren the competitive process. Rather, profits ae the reward 10 the fir i continues to provide true valu t its eustomers, 10 help its employees 1 grow, and to Behave responsibly as & corporate citizen ©.75, [Many of the features of Theory Z management can be integrated into the administration of a college writing center. These features include lifetime employment, slow evaluation and promotion, nonepssiaied saree paths, implict contol mechanisms, colleve decision making, collective esponsibility, and wholisis concern for employees, Wale ll are not equally applicable to managing a college writing center, nor gualy feasible, mos offer lessons that will make a wring center rus ficiently and productively. Stable Employment: Perhaps the most wellknown characteristic of the Thsory Z som: pany is lifetime employment palsy. Employees ate fold tht thy will have jobs for if, regardless of national economic conditions, changes inthe marketplace, and new competion. The company benefits trom ‘such polly in many ways, The workforce is stable, thereby neeasiog worker loyalty to the company. Promotions are made from within, Saving the company reruting expenses. Most important, Heine em Ployees are more ikely to shun shortienm profits and Insist on adherence to long-erm goals ‘The tenure sysem under which most alleges and universes operate is, of course, @ lifetime employment system. The problem is that wing center tutors and instructors ae rarely fullcine, tenured i Structors: most are part-imers or praduate suns. Aay writing enter ‘ietor, however, ean see the advantage of having a stat that will remain sable for several years. First, 9 stable sal emean lve tine ‘pen walsing new personne. Second, a stable stl means experienced instructors, and there is no subsite for experience when it comes (0 leaching writing. Third, after working with the same people Tar severa femesters, director wil sense each wtafl-member's strenath, ‘weaknesses, personality, and teaching tehaiques; the decor ean hea {se this information when the Line comes 10 assign Julies and, soe Jimportndy, assign students to insiractrs. low can a writing contr deci ensure staff stability? Inevitably, xing comers will eontinus to be stated, to a grt degree By par timers and graduate teaching assistants. But the writing sett diestor Should actively reerult fullsimers and permanent par-simers to fl Some writing center portions. Fullimers can be given 3 one-coure load reduction for about ten hours of writing ceatee work. And par timers, whose employment situations anyshing but stable, might weleome the opportunity for steady employment, The writing centr that Teer uses wo other insirastors, @fllsime, tenured instructor4 The Writing Center Journal aa paresimer who has taught at the school fr four yeas and wh wil probly continue 19 dosoforseverl more years. Tis stable aff brings Dur center the efficiency and productivity that is the mark ofthe Theory Zeompany. ‘Non specialization: ‘An important feauce of the Theory Z company i non-spesialized carers: Managers and workers are not tained fora single 3b, They ‘move from job to Jo® within the company, especialy in thet erly ‘yeas. This movement enables employee olarn about various aspects ‘Of the company rather than only one. Italo minimizes ees duno Tong ilineses; the ob ofthe absent employee can be handled by oes. Mout important, employee movement (rom work station to wark ation forters cooperation between employees, which is a goal of “Theory Z management "Now spoiaaation should sso bea feature ofthe staff ofa colege wing center. Too often, instructors become specialists, often merely because of habit. One iastrctor works one-to-one with remedial ‘writers Because he has always done i Another instuctar teaches Sen- teoce sil small roups Because that is he specialty. Te resale can ‘bea lack of flexibility among writing center instructors, boredom from niles repetition ofthe same asks, and esetment by instructors who Fes that they re constantly being given the most taxing jobs Tey to asin our center’ instrtots Variety of ask. Ft most insustion is non specialize; all students work with instructors on al aspects ofthe wating proces, from organization to spelling. Second, 1 try to alow each Instructor 10 play. some role in all of our Drograms-—twtoring remedial students, teaching small-group ‘Nordshops, servicing walk-ins, Iisa desirable vo give all instucters ome rexponsbiliy for doing administrative paperwork, planning Drosrams and desgoiag asignneats—jobe to often performed solely by the director. The result is Mlexble staff members who are always leaching and rarely bored. Most important, nonspesiaization makes allastiviis team efforts," which means increased produtiviy. Implicit Control Mechanisms: ‘Ouchi argues that 100 many businesses have contol mechanisms that “econ explicit and formal, losing all ofthe subtlety and eomplenity ‘hat can exist in cooperative Lie” (p. 61). Theory Z companies, however exhib impli contol mechanisms, which are derived from ‘Theory 2 Managenent s sharing of common goals and values. When co-workers share common vals and understand company goals, they respond similarly and con Sistently when problems aru: "This theory, snc rather than ex plist, cannot be set down completely in so many sentences. Rater, the theory is communicated trough a common culture shared key managers and, o some extent all employees" tp 4), During ay typical schoo! day, dozens of problems and decisions wil confront writing center ditctors and instructors. It is imposible 10 have a policy that covers each one, The only control mechanism, therefore, san understanding, bythe whole writing center sta, ofthe enters goals and values. Decisions ean be made wit those values and oaks ia mind or example a student complains to me that an instructor wants hi to revise a paper which a student believes in acceptable form. Sine one of my objectives as director is to maintain a pleasant and ‘challenging work atmosphore for our canes istrctors and to teat the instructors withthe respec that they as professionals deserve, Iwill, uphold tat lstrucor's decision, even if ny immediate response ‘lggsted tac te student's paper as asrepable, Certainly the stent willnot be haemed or taxed by one-hour revision, and the instructor ol ealize that I respeet hee judgment, The vel the mutual east {or which Theory Z manager strive CCaetive Decision Moxie: Probably the most important feature of Theory Z companies spar Uicipatory decision making. In Japanese automobile companis, for example, major decsions—the marketing of hew models, the opening of new plants, quality conrolpoliies—are made by both management land workers” Managers recognize that even awembly workers can ‘workstation level observe every step in the company’s produstion proces. All major decisions and police insole writing enters shouldbe colletve, involving the director andthe entre sil. Decisions om methods of insuetion, nstuctional materials, course and workshop design, administrative policies, and scheduling should be made by {group consensus, not by an autccrace director. If such decisions are fade collectively, staff members are move likely 10 enforce poles Consistently because al staf members agred on those polis, Policies handed down by an autocratic aitecor at es likely be consistently ‘enforced; they might be peooived as merely te capes ofthe director.6 The Writing Center Journal 1 have come toate my rol as & writing center director as that of a synthesizer rather tha & policy maker. AC staf meetings when major Aesisions are made, I will present two or thiee options to sole a problem (r perhaps just clearly articulate the problem) and leave it 0 Iny staff to come up with solution il ry toa lite uns everyone fasspoken after etch staff member has spoken, 1 wil ry to syhsie Common elements of each members response and frame one oF (Wo Specific solutions from these common elements. Then we wil reeh the Solution with which everyone is comfortable. I defiitely agree with (Ouch's statement that “the skilful leader does more listening than talking, What matters most the skill of observing the pattern of i {traci in the group and knowing when to intervene" (p-107 ‘Once collective decision making i inated sal members will be age f patisipte in all policy dessins ined, staff members wil feat out when not consulted (andi the director is doing a good job, ‘afl members wil voice their protas they are not consulted), Last {eat made the mistake of formating and announcing to the Faculty ‘tibes in my department a new poi without consulting my staf, ‘When my staff members read the memo which announced the policy, they voleed their eservations abou the new policy. I could not retract iny policy, but {promised that the plicy would be implemented on & fnesemesier ial and afterward we would discuss the ssueand resolve Collective Responsibility Collective responsibilty comes with collective decision making, In ‘Theory Z companies, the eam, not the Individual, is rewarded for sue cess because al achievements ae eam effors, Enruring collie esponsibility laa college wring es with simple gestures, such a the director changing the staff” in memos aad reports of the director informing othe: members of the academic community that questions ean be answered tnd problems solved by aayone on the staf. Colleve responsibility tlko means that rewards, compliments, and achievements are shared famong all aff members—ang, more smportanly, that no single tar ‘member sblamed fora bad deision or judgment ‘The result of introducing collective responsibility is that students, facully members, and administrator wil sense tat the writing center ‘erates ae aa, Students will know tha they wil be aly and con Theory Z Management 7 slstenly treated. Faculty members and administrators will get sense that they can walk ia de writing center door aud gt thee problems solved quickly and eticieny Wholiste Concer for People: Most American businestes, according the Ouchi, practice « partial concern for thee workers; employers care only about exployce pee Tormance at work and cate litle about thir afler-work lives. But ‘Theory Z companies develop a wholistis concer for employees; ene ployer express coaceen for the employee's tamil fey social li health and vetrement “The writing center iectr ms express similar concern. The dies- tor mut realize that staff members ae somplex human Beings within terets outside of work. That micuns that tbe distor must provide Flexible work schedules, especaly for salf members with families oF part-time staff menbers wie Hold other abs. 1 eans that the director must be the staf member" spokesperson whan it comes co peaking up to higher college administrators for etter silaros snd Benefits (par- eularly if staff members are patcsime instructors or graduate teaching sistas). It also means tat the writing enter dcetor must alvays ‘speak wit the enter’ sta in bind when voising opinions in depa ‘ment and all-ollege metings. ‘One mechanism fr eahibiing this wholistie concen used by Theory Z companies isthe promotion of socal actviies such 36 company utngs, dinners, parties, and spots comes. A such events, managers and workers get to mingle and become exposed to each other's aftere ‘work interests, The writing center dtector cat lake cue fom such ompanies. End-ofsemester lunches of parse, excursions 10 profesional conferences of 10 the thee, and even shoal cafeteria Inches can bring about that mixing, The writing enter ects sm «em should exend beyond ie writing cence. ‘Win willbe the esto enploving ese Theory Z tates ina college writing center? Ouchi claims that in busisenes thee “humanized ‘working conditions not oly increased productivity and profits to the Company but also the self-esteem for employees” (p. 196). The same will occur at he college writing eee. ‘Writing center staff members wll Become more involved and, hence, more productive, The director who ges the whole stall involed In ‘ecision making wil have a staff ready to perform is doves well and5 ‘The Writing Center Journal accept new responsbiiis, One of our writing centr instructors [arte faculty member who, forthe most part, taught her classes hed office hours, and weat home. (And who can blame parte io strutor for working this way! Since becoming involved inthe writin, ene, she hs algo beome more involved in department and college wide activities. She regularly attends department speetngs, bas accep fed committee appointments, and has attended various al-cole, workshops. She is a more productive member of the colle com ‘helive that our centers instructors also have a great sense of sf este. Our center's record has boon excellent; we have taken som ‘ery weak student writers ain a semester orto have turned then in {o competent student writers. Our dean, departmest chai, and fac members throughout the college have noted our accomplishments Because our insructors are involved in every aspect of ur sent ‘operation, they feo proud oF the cones sccompliahments, hs sens fof self-esteem makes their work more pleasant, and it pusies them tc help maintain our center's good record~which again increases produc How does the Theory 2 director benefit? Besides enjoying the sense of accomplishment that comes with high productivity and the sooe {eelng that comes from managing happy workers, the desir has ¢ Jesshcctic work day. Ouchi pots out that when Theory Z management takeshold, “ach manager should bei fel ls arid. Lets rl case {i Soa be ne econ woe boris sed lp ing ‘nation, Yewer demands to crete ses poly or rato die ah {sue In shot the managers en up by having tore tne to plato ‘rar around, to rele. Thee jobs are nt big passed down the Tnetosubordints who are bus a user ae, he ine ory Consumed by fing sre lack of enarsinaton ani sting pats bow ony paral ike by commits and meetings. The emai a thete vale fr gig teyond real management ote bale ‘ot more tecivergantaton(p. 112-3) Isthere any writing center dretor who would not want his or her work ay torunas smoothly? ‘The Politics of Writing Conferences: Describing Authority Through Speech ‘Act Theory Jone F. Melnick The Whiting Center New York University [New York, NY 10003 ‘A writing conference is one of the few places in most universities ‘where a suds tlk at length with teacher, [1s ou2 of the very Few Plaoes where dent txts, whether wetten or oral, canbe handled ona ‘ae-toone basis, Writing conferences are perap the ony place where Students ean hope to get some bind of live response for written work before cofronting evaluation, I sno wonder tat the base sation is politely charged. Conferencers offer intellectual dialogue, a rare offering to students; students seek this dialogue, yet nothing in the “niversty clue has encouraged them to know what iis, much less that they deserve it. Furthermore, coaferencers' goals can be spe. ‘ive in the university, This charged station adds othe urgency that xis already when two people discuss writing, espectlly When one is the writer, andthe other a writing “authority "These outside polical presures exacerbate the confusion between two basis, competing mperaives that makes the writing conference polieal inthe fist place, The fist imperauve-—a moral as wel 3s Pedagogical one—lead some (shor fo want (0 give masini spake To dent texts, The second, contrary impets. leads us to ty 10 tll Students something. they suk not have told themselves, useful ‘Srategies to help them fel lest isolated in the face of the myriad problems of writing.” Thee two mandates happen in many teaching "tuations, but in at unusually pure form inthe writing sonferense, The interplay of the two continues to be both basi, yet mysterious. We res thinking about this interaction between Ihe eache's exercise of