Postmodern & Contingent Leadership-Report

7/30/2019 Postmodern & Contingent Leadership-Report

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POSTMODERN LEADERSHIPAND

CONTINGENT LEADERSHIPReporter:

Mharlit L. Caga-anan


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Subjective theorists prefer to stress the

personal qualities of individuals rather than theirofficial positions in the organization. Thesubjective view is that leadership is a product ofpersonal qualities and skills and not simply an

automatic outcome of official authority.The notion of post-modern leadership

aligns closely with the principles of subjectivemodels. Keough and Tobin (2001) say thatcurrent postmodern culture celebrates themultiplicity of subjective truths as defined byexperience and revels in the loss of absoluteauthority.

POSTMODERN LEADERSHIP


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Language does not reflect reality.

Reality does not exist; there are multiple

realities.

Any situation is open to multiple

interpretations.

Situations must be understood at local level

with particular attention to diversity.

SEVERAL KEY FEATURES OF

POSTMODERNISM


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Ambiguity models stress uncertainty andunpredictability in organizations. These theoriesassume that organizational objectives are

problematic and that institutions experiencedifficulty in ordering their priorities. Sub-units areportrayed as relatively autonomous groups, whichare connected only loosely with one another andwith the institution itself. Decision-making occurswithin formal and informal settings whereparticipation is fluid. Ambiguity is a prevalentfeature of complex organizations such as schoolsand is likely to be particularly acute during periods

of rapid change (Bush, 2003):

CENTRAL FEATURES OF AMBIGUITY

MODELS


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Ambiguity models assume that turbulence

and unpredictability are dominant features of

organizations. There is no clarity over theobjectives of institutions and their processes arenot properly understood. Participation in policymaking is fluid as members opt in or out of

decision opportunities.Many things are happening at once;

technologies are changing and poorlyunderstood; alliances, preferences, and

perceptions are changing; problems, solutions,opportunities, ideas, people, and outcomes aremixed together in a way that makes theirinterpretation uncertain and their connections

unclear.


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1. There is a lack of clarity about the goals of the

organization.

2. Ambiguity models assume that organizations

have a problematic technology in that their

processes are not properly understood.3. Ambiguity theorists argue that organizations are

characterized by fragmentation.

4.Within ambiguity models organizational structure

is regarded as problematic.

5.Ambiguity models tend to be particularly

appropriate for professional client-serving

organizations.

MAJOR FEATURES OF AMBIGUITY MODELS


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6. Ambiguity theorists emphasize that there is fluid

participation in the management of organizations.

7. A further source of ambiguity is provided by thesignals emanating from the organizations

environment.

8. Ambiguity theorists emphasize the prevalence ofunplanned decisions.

9. Ambiguity models stress the advantages of

decentralization. Given the complexity and

unpredictability of organizations, it is thought thatmany decisions should be devolved to subunits and

individuals.


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1. It is difficult to reconcile ambiguity perspectiveswith the customary structures and processes ofschools and colleges.

2. Ambiguity models exaggerate the degree ofuncertainty in educational institutions.

3. Ambiguity models are less appropriate for stableorganizations or for any institutions during periodsof stability.

4. Ambiguity models offer little practical guidanceto leaders in educational institutions.

THE LIMITATIONS OF AMBIGUITY MODELS


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In a climate of ambiguity, traditional notions ofleadership require modification. The contingent modelprovides an alternative approach, recognizing the diversenature of school contexts and the advantages of adaptingleadership styles to the particular situation, rather than

adopting a one size fits all stance. Yukl (2002) claimsthat the managerial job is too complex and unpredictableto rely on a set of standardized responses to events.Effective leaders are continuously reading the situation

and evaluating how to adapt their behaviour to it.Contingent leadership depends on managers mastering alarge repertoire of leadership practices (Leithwood,Jantzi, & Steinbach, 1999).

CONTINGENT LEADERSHIP


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Cultural models emphasize the informal aspects oforganizations rather then their official elements. Theyfocus on the values, beliefs and norms of individuals in theorganization and how these individual perceptionscoalesce into shared organizational meanings. Culturalmodels are manifested by symbols and rituals rather thanthrough the formal structure of the organization.

Cultural models assume that beliefs, values andideology are at the heart of organizations. Individuals holdcertain idea and vale-preferences, which influence howthey behave and how they view the behaviour of othermembers. These norms become shared traditions, whichare communicated within the group and are reinforced bysymbols and ritual.

CULTURAL MODELS


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Societal cultures differ mostly at the level of basicvalues, while organizational cultures differ mostly at thelevel of more superficial practices, as reflected in therecognition of particular symbols, heroes and rituals.This allows organizational cultures to be deliberately

managed and changed, whereas societal or nationalcultures are more enduring and change only graduallyover longer time periods.

Societal culture is one important aspect of thecontext within which school leaders must operate. Theymust also contend with organizational culture, whichprovides a more immediate framework for leadership

action.

SOCIETAL CULTURE


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1. It focuses on the values and beliefs of members oforganizations.

2. The cultural model focuses on the notion of a single ordominant culture in organizations but this does not necessarilymean that individual values are always in harmony with oneanother.

3. Organizational culture emphasizes the development of sharednorms and meanings.

4. These group norms sometimes allow the development of a

monoculture in a school with meanings shared throughout thestaff -the way we do things around here.

5. Culture is typically expressed through rituals and ceremonies,which are used to support and celebrate beliefs and norms.

6. Organizational culture assumes the existence of heroes andheroines who embod the values and beliefs of the or anization.

CENTRAL FEATURES OF ORGANIZATIONAL CULTURE


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1.There may be ethical dilemmas because cultural leadershipmay be regarded as the imposition of a culture by leaders on

other members of the organization.2.The cultural model may be unduly mechanistic, assuming thatleaders can determine the culture of the organization.

3. The cultural models focus on symbols such as rituals

and ceremonies may mean that other elements oforganizations are underestimated.

LIMITATIONS OF ORGANIZATIONAL

CULTURE


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Documents

Postmodern & Contingent Leadership-Report