" Finlay’s StrategicManagementA DISCOURSE ANALYSISStudent name348SAM | STUDENT ID Table of ContentsINTRODUCTION 3LEARNING 4DISCOURSE: CONCLUSIVE DESCRIPTIONS 4ALTERNATE PRESENTATION 4CHANGE IN UNDERSTANDING 5INDIVIDUAL MENTAL MODELS 5DISCOURSE: LACK OF REFERENCE 6ALTERNATE PRESENTATION 6CHANGE IN UNDERSTANDING 6GATHERING INFORMATION 6DISCOURSE: ABSOLUTE STATEMENTS 6ALTERNATE PRESENTATION 7CHANGE IN UNDERSTANDING 7KNOWLEDGE 7DISCOURSE: COMPLEX LANGUAGE 7ALTERNATE PRESENTATION 8CHANGE IN UNDERSTANDING 8CONCLUSION 8BIBLIOGRAPHY 10IntroductionDiscourse analysis is anextensive and distinct field, which includes a range of approachestowards the analysis of language anddevelops from diverse scientific disciplines andemployseveral analytical practices (Wetherell, et al., 2001). There are several descriptions ofdiscourse found in the research literature however, none can be taken to be conclusive.Nevertheless, as the concept is significant to this work, it is essential to suggest aworkingdescription of the concept. Thus, discourse can be described as the usage andprocessing of language for social, cultural andpolitical formations, that not just reflects butalso shapes social order along with the individuals' interaction with the society(Grant, et al.,1998)(Jaworski & Coupland, 1999). In other words, discourses can bedescribed as ‘systemsof meaning’which are linked to the interactive and larger socio-cultural context such thatitfunctionsirrespective of the speakers’ intentions. Discourse analysis, thus, studieslanguagein use instead of examining the psychological occurrences, for example memory,attitudes oremotions, traditionally believed to trigger talk and be disclosed through it.Discourse analysis examines the language in terms of function and construction. This impliesthat the language is studiednot as a means of mirroring but rather constructingthe reality.Language is further deliberated in form of social action, that is, individual sattain specificpersonal objectives by means of language in certain interactive perspectives. Thus,discourse analysis aims to assess how some issues are composed in individual’sinterpretations and the inconsistency inherent insuch interpretations, and furtherinvestigates the linguisticcharacteristics and the utilities of dialog in the background of theongoing communication(Potter & Wetherell, 1987).Discourses requiretheme positions that the individualsemploy when they use language asthis developssignificanteffects for individual’s experience and for their actions. For example,in Burr’s foxhunting case study, Foxhunting by an individual might be believedas a measureto control the fox population(Burr, 2003). However, alternative discourse can contradictwith this belief and advocate that Foxhuntingis unethical as it amounts to cruelty towardsanimalsirrespective of the larger good it does to the society. Consequently, it can beconcluded that discourses are enclosed with power, as they construct certain accountsanddescriptions of reality whilealternatingmarginalunderstandings and accompanying practices.Strategic management essentially involves discourse as ittraverses throughvarious domainsof activity like theoretical work, consultancy work and management action within theorganizations. Thus, this paper attempts to examine and discuss the various discoursesinFinlay’s strategic management text. It further, makes an attempt to suggest the othermeans by whichthe themes could be described by him.LearningFigure 1: Adapted from Finlay’s Strategic Management(Finaly, 2000)Discourse: Conclusive DescriptionsIn the above figure, it can be observed that the author has provided with just one definitionof ‘learning’ as a concept and has portrayed it to be conclusive. It can be argued that thisdescription of learning is a narrow concept as this description talks only about detection inand correction of existing knowledge. Also, it describes the deficiency to only result ininefficiency and inefficacy and does not make a distinction between learning (behavioralpotential) and performance (actual behavior) (Anderson, 1994). Thus, here the author has not provided his audience with a comprehensive view of learningas a concept, thus limiting their understanding of the concept.Alternate PresentationThe author could have provided different descriptions presented by various authors andthen could have drawn a definition based on those notions. For example: there have beenseveral studies defining learning as a concept or a process. Learning is the act of obtainingnew or altering and strengthening current knowledge, activities, proficiencies, standards,or preferences that might lead to a prospective modification in integrating information,intensity of the comprehension, approach or conduct in relation to the range and kindofexperience(Gross, 2010). While Gross refers to learning as a deliberate act, Anderson refers to it as the process by which comparatively permanent modificationsappear in behavioralpotential because of experience (Anderson, 1994).This implies that the alternate presentation could have been to provide the readers with abetter and comprehensive description of learning as provided in the literature and thencould have taken or deduced the one central for his workChange in UnderstandingThe alternate presentation would allow the readers to gain the backdrop of the concept andfurther facilitate the understanding of deduction of the definition as provided by Finlay, inthe text. In addition, it would provide for the readers to ponder over the variousdescriptions of the term ‘learning’ and decide if they agree with the one provided by theauthor. Consequently, the readers would not feel if the author is imposing his views onthem and provide the text with authenticity.Individual mental modelsFigure 2: Adapted from Finlay’s Strategic Management(Finaly, 2000) Discourse: Lack of referenceFrom the above figure, it can be observed that the author has failed to provide anyreference for his assertions and claims. Reference allows the readers to trace thefoundations of the claims made by the author, thus making the writing more persuasive tothe readers (UNSW, 2013). In other words,it provides forsubstantiation on which argumentor discussion is based.Alternate PresentationWhen individuals observe the world, their visualization produces a mental model of ‘whatthings are’in the world before them(Marr, 1982). Similarly, when they comprehend adepiction of their world, they are capable of constructinglikewise, though less amusing,representation—a mental model of the world around them basis their knowledge anddepiction(Johnson-Laird, 1983). This could be followed by the text as presented in Figure 2.Change in UnderstandingComparing the text in Figure 2 without any references with the text above, it can beconcluded that the texts with citations appear to be more persuasive to the readers. Itfurther demonstrates that the positions and conceptsexaminedin the work aresignificantand are deliberated by other authors and researchers in certain academiccommunity.Gathering InformationFigure 3: Adapted from Finlay’s Strategic Management(Finaly, 2000)Discourse: Absolute StatementsFrom the above figure, it can be understood that the author assumes the audience tobelieve his text to be true as he has not provided any discussion rather has made absolutestatements. For example, in the above text in Figure 3, the author has not explained as towhy customers are excellent source of information for an organization. It appears that he has taken this discourse to base his further observation of developing capability throughthem.Alternate PresentationThe author could have provided for a reasoning rather than making an absolute statementas presented below. Since the organization’s main objective is to fulfil its customer’s needs,therefore to develop the organizational capability, it is an imperative for the organization tounderstand the needs of its customers(McDonald, et al., 2001). Thus, customers play asignificant role in filling up the learning gaps and serve as excellent sources of informationon knowledge deficiencies.In other words, the author should have explained his stance as to why and how thecustomers serve as the best source for filling the knowledge gaps so as to remove anyambiguity from the reader’s mind.Change in UnderstandingThe above representation facilitates the reader’s understanding as to why and howcustomers serve as excellent sources for information. Further, providing with an evidence tosupport the statement or otherwise offering another supporter of this theory makes thereader believe in the authenticity of the argument.KnowledgeFigure 4: Adapted from Finlay’s Strategic Management(Finaly, 2000)Discourse: Complex LanguageIn academic writing, the significance of simple language has been emphasized by variouswriters as use of new or complex terminology obstructs with understanding of the readersand slow them down(Impertinent Remarks, 2013). However, from the figure above, it canbe deduced that the author has used complex language. This slows down the reader as thereader gets lost in comprehending the sentences rather than understanding it. Alternate PresentationIt could be presented as; knowledge is reconciling and putting together the various pieces ofinformation. However, this gathering and reconciliation of information is dependent on theobjective to be achieved.However, another discourse to this can be that the gathering and reconciliation of theinformation available is dependent upon the experience and expertise of the individualdoing such an exercise.Change in UnderstandingThe above representation breaks the author’s sentence into two and simplifies the languageto enable a better understanding for the reader. Further, it facilitates the thought thatknowledge is based on the purpose it is required for. However, another notion triggers the argument that despite knowledge being dependenton the objective, yet the individual or employee conducting or carrying out such activity isimperative to this procedure.ConclusionThus, from the above it can be concluded thatwritten discourse comes under the sphere oftransactional function (Brown & Yule, 1983). This implies that the author's intent is toprovide the reader with the information.The significant advantage of such discourse is thepower to return to the text already written by the author, so as tocheck or to assist authorsto get motivation for further writing as well as to rearrange and rephrase their previouslywritten work. However, the author suffers from the disadvantage that hedoes nothave anyaccess to instant feedback rather has towait for the reader’s reaction (Brown & Yule, 1983).Discourse analysis is concerned with the use of language which stretches beyond just thesentences and considers the context in which the interaction takes place. It is to be notedthat discourse analysis has a relevance as it assists in understanding the text better byweighing different ways the specific interaction could have occurred. It further highlightsthat how the ‘taken-for-granted’ by author might not be the same as that of reader andthus, causing lack of understanding between the two. However, by identifying thediscourses taken by the author, this lack of understanding can be removed. "