This study gauges workers’ degree of openness to significant changes in the organization, style, and design of a written report by analyzing metaphors that emerge from their talk about their report-reading and decision-making tasks. Workers at two work sites—in Maryland and in Washington DC—responded to two typical work reports: one written in the style currently in use and another in a fundamentally different style exhibiting features that make documents easy to read and understand. The dominant metaphor that the Maryland workers used was “the whole-man” approach, which represented the workers’ flexible approach toward work tasks that resulted in their willingness to accept the fundamentally different report. In contrast, Washington DC workers used the metaphors “paint by the numbers” and “stay within the lines” when describing their work. These metaphors suggest the workers’ adherence to organizational routines and uncomfortableness with change that caused them not only to reject the new reports but also to have strong emotional reactions toward them. These results indicate that assessing organizational talk, particularly the metaphors people use, is a useful tool in gauging workers’ perceptions about and degree of openness toward communication change.

Efforts to get workers to change significantly their communication practices often fail. This failure occurs because external consultants, who are often academics, and internal organizational development specialists see changing communication practices as merely introducing new skills rather than altering the way workers habitually think and talk about communication. In this article, the author uses organizational theory and details from his research and consulting experience to explain why changing communication practices is difficult. He proposes a theory-based framework to help the professional and managerial communication disciplines better understand the steps necessary to change communication practice and norms in large, complex organizations.

Often, new technologies are seen as artifacts whose use is obvious. This study, which builds on Weick's notion that all technologies are equivocal, challenges that assumption. Using a case approach, this research examines how various groups at Far West, a professional school, interpret the implementation of a two-way video and audio videoteleducation (VTE) distance learning system and analyzes why different groups interpreted the technology in fundamentally different ways. From this case data, a model is created that examines the effects that dominant organizational groups’ interpretation and thus conceptualization of VTE have on its system design, support, training, and rewards; measures of effectiveness; and rule generation.