ead 800 day 2 valbonne 04 systems theory learning organizations hypotheses

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.