ead 800 day 2 valbonne 04 systems theory learning organizations hypotheses
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EAD 800 Day 2 Valbonne 04 Systems Theory Learning Organizations hypotheses
Systems Perspectives Closed System Open System Rational System
-Machine model-Structural view
Natural System-Human Relations-Human Resources
Closed Systems Schools sealed off from outside Isolated Environment not considered
Open Systems Influenced by environments Dependent on environments Inputs – Transformation – Outputs Accommodates both rational and
natural systems perspectives Accommodates both formal and
informal organizational perspectives
Theorists who suggested this integration: Chester Barnard (1938) Structure – individual, cooperative
system, formal organization, complex formal organization, informal organization
Dynamic concepts – free will, cooperation, communication, authority, decision process, dynamic equilibrium
Theorists who suggested this integration: Herbert Simon (1947) Formal theory of motivation Organization an exchange system –
inducements exchanged for work Organization limited in ability to collect
and process information, search for alternatives, predict
Satisficing is decision making process
Theorists who suggested this integration: Max Weber (1947) Mainly aligned with scientific managers Starting point for idea of social systems –
discussions of bureaucracy and authority
Theorists who suggested this integration: Talcott Parsons (1960) Stressed importance of the environment
on the organization Anticipated conception of organization as
an open system
Hoy & Miskel’s Integration Open Systems Rational Systems Natural Systems
Rational Systems The Machine Model
- The beginning- Scientific Management and Administrative Management
The Structural Model- Contemporary View- Stress goal specificity and
formalization
Scientific Management Frederick Taylor (1947) Workers need constant direction
- Motivated by economics- Limited by physiology- Human engineers: worked up
from the individual worker - Time and motion studies
Administrative Managers Fayol (Urwick, 1937) and Gulick
(1937) POSDCoRB Division of Labor (Specialization) Span of Control Principle of homogeneity (purpose,
process, clientele, or location)
Scientific Management in Schools Campbell et al. (1987) – parallel to
field of administration Bobbit (1913) – job analyses,
component tasks, efficiency Callahan (1962) – “cult of efficiency” Kanigel (1997) – Taylorism not a
“fad” – living tissue of America
Rational Systems: A Structural View Behavior in organizations seen as
purposeful, disciplined, and rational Limitations of individual decision
makers (authority, rules and regulations, compliance, coordination, opportunities, constraints)
Rational Systems Clear Goals
- direct decisions- influence structure- specify tasks- guide resource
allocation- govern design- avoid ambiguity
Formalization- rules and codes- standardization- regulation- governs behavior- visible structure- fact-based decisions- work separate from
feelings
Rational Systems Seldon Wolin (1960)“ Organization, by simplifying and
routinizing procedures, eliminates the need for surpassing talent. It is predicated on average human beings.”
Criticism of Rational Systems Rigid conception of organizations Structure and function affected by
environment Undue emphasis on parts rather
than the whole
Natural Systems Roots in Human Relations Movement
- Mary Parker Follett (1924) Dynamic and harmonious relat.- Mayo & Roethlisberger (1939) Hawthorne studies – illumination and work efficiency
Hawthorne Studies Informal organization – worker
behavior did not conform to official job specifications- Interaction patterns (cliques)- Informal norms- Behavior not a function of economic considerations
Criticisms of Human Relations Perspective Doesn’t take into account “conflicting
values” Not all one happy family Concern for workers can be manipulative
rather than genuine Often manifest in a series of
“prescriptions” about how things should be and how individuals should behave.
Human Resources View Organizations are social groups
trying to adapt and survive their particular situations
Formal goals and structures often have little to do with what actually occurs in organizations
Survival and equilibrium override other goals
Human Resources View Organizations are vehicles for
humans to satisfy their human needs
People are valuable resources for the organization
Informal organization emphasized over formal organization
Human Resources View Workers bring heads and hearts to
work Needs, beliefs, values and
motivations Generate informal norms, status
structures, power relations, communication networks and working arrangements
A bit more about Open Systems Inputs – Transformation – Outputs Feedback Boundaries Environment Homeostasis
(equilibrium/disequilibrium) Entropy Equifinality
Elements of School Social System Structure (bureaucratic expectation) Individual (cognition & motivation) Culture (shared orientations) Politics (power relations) Technical core (teaching and
learning) Environment p. 24
Feedback Internal feedback loops
- formal structure- informal structure
External feedback loops- Community- Accountability indicators- State/national mandates (ESEA)
Schools as Learning Organizations Systems thinking Participants expand capacities to create and
achieve Novel patterns of thinking are encouraged Collective aspirations are nurtured Participants learn to learn together Organization increases problem solving
capabilities
(Senge, 1990; Watson & Marsick, 1993)
Learning Organizations
An organization in which the participants pursue common purposes with a collective commitment to routinely assessing the value of those purposes, modifying them when appropriate, and continually developing more effective and efficient ways to achieve those purposes.
(Leithwood & Louis, 1998)
Learning Organizations
Long on rhetoric and theoretical analysis and short on research.
Weick & Westley, 1996Hoy & Miskel, 2000
The Capacity for Organizational LearningLouis & Marks, 1999; Louis, Marks & Printy, 2000
Simplified organizational structure Participative decision making Shared commitment and
collaborative activity Adequate knowledge and skills Transformational leadership Feedback and accountability
Summary Pages Rational Systems – pp. 13/14 Natural Systems – pp. 17/18 Schools as social systems – pp. 22-
23
Research questions and hypotheses Research questions can guide
research when the analyst does not have a clear indication of relationship – no prior research, for example.
Hypotheses guide research when a specific relationship has some empirical support. See p. 30.
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