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The Hidden Power of Social Networks: Understanding How Work Really Gets Done in Organizations


reviewed by Ann Lieberman 2005

coverTitle: The Hidden Power of Social Networks: Understanding How Work Really Gets Done in Organizations
Author(s): Rob Cross and Andrew Parker
Publisher: Harvard Business School Press, Boston
ISBN: 1591392705, Pages: 304, Year: 2004
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Although this book was written to help managers of large scale businesses better understand how to lead effectively, it has much to offer those of us in education. It begins with a central idea applicable to all who work in organizations: In every organization people are affected by “webs of relationships within social networks” (p.3). These are rarely visible, but they have everything to do with how people work, learn and succeed in an organization. Most of us are aware of who our friends are at work, but have probably never thought too seriously about how our organizations work (or don’t work) and why some groups seem to do so well, while others are much less productive. The authors help us get inside these ideas as they develop a social network perspective which involves finding out how to support alliances, integrate networks, promote innovations and learning, and develop community in organizations. A... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 11, 2005, p. 2507-2510
http://www.tcrecord.org ID Number: 11863, Date Accessed: 4/29/2017 9:30:29 AM

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About the Author
  • Ann Lieberman
    Carnegie Foundation for the Advancement of Teaching
    ANN LIEBERMAN, an emeritus professor from Teachers College, Columbia University, is now a senior scholar at the Carnegie Foundation for the Advancement of Teaching. She is widely known for her work in the areas of teacher leadership and development, networks, teacher learning communities and the prospects and problems of school improvement. Her unique contribution has been that she has been able to go between school and university embracing the dualities of our field theory/practice; process/content, intellectual/social learning; and policy and practice.
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