Embed Size (px)
DESCRIPTION
Copyright © Allyn & Bacon Educational Organizations as Loosely Coupled Systems Karl Weick and James G. March indicated that educational organizations were not composed of hierarchical units as in a true bureaucracies, but are loosely coupled systems. Loosely coupled systems—subsystems in the organization are related to one another, but maintain their own identity and autonomy (e.g., the child study team).
Citation preview
The Human Dimension of Organization
Dr. Len Elovitz
Chapters 3 &4 in Hoy and Kiskel
The Human Dimension of Organization Emphasizes the shift from a traditional
structural approach to an emphasis on improving the organization from the bottom up.
By building human capital, the organization becomes more effective as individuals and groups increase their capabilities.
Copyright © Allyn & Bacon 2007 3
Educational Organizations as Loosely Coupled Systems Karl Weick and James G. March indicated that
educational organizations were not composed of hierarchical units as in a true bureaucracies, but are loosely coupled systems.
Loosely coupled systems—subsystems in the organization are related to one another, but maintain their own identity and autonomy (e.g., the child study team).
Copyright © Allyn & Bacon 2007 4
Educational Organizations as Dual Systems John Meyer and Brian Rowan’s important study
early 1980s confirmed the concept of loose coupling.
Dual systems include:Loosely coupled system over instruction.Tightly coupled system over noninstruction
(transportation, pay etc).
Copyright © Allyn & Bacon 2007 5
Educational Organizations as Dual Systems (continued) Administrators have control over instruction via
bureaucratic means: The control of time, e.g., scheduling of
teachers and students.The assignment of students to classes.Grouping.Control of resources.
In recent years, since NCLB, studies show that schools are exerting considerable control over instruction. - Neoscientific
Copyright © Allyn & Bacon 2007 6
Building Human Capital
Human Capital: the knowledge, skills, attitudes, and social skills of employees.
Education is an investment in human capital.
People should be managed so that their skills, attitude and knowledge develop, improve and increase over time rather than level off or decline.
This process develops and increases the value of the organization’s human resources and, hence, builds human capital.
Copyright © Allyn & Bacon 2007 7
Human Resources are ValuableShould be thought of and treated as
assetsWhat do you expect of assets over
time?Appreciate – gain in value
What is thought of teachers over time?Depreciate – lose value
Copyright © Allyn & Bacon 2007 8
Copyright © Allyn & Bacon 2007 9
Human Resources as Assets Many organizational problems stem from a
negative climate, such as low morale or inadequate effort.
Human resources accounting attempts to quantify human attitudes, motivation, and work behavior.
It is commonplace to assume that human resources decline in value over time, e.g., teacher burnout.
Researchers have shown that by facilitating personal and professional growth, human resources improve over time.
“… it is more likely that in a supportive organizational environment, one that facilitates continuous personal growth and professional fulfillment, teachers turn out to be increasingly effective over the course of time. This fortuitous state of affairs is ordinarily found to exist in schools that are described as highly effective. Creating such a growth-enhancing organizational environment is the responsibility of those in charge of the schools, namely, school administrators. It is the process through which one builds human capital in schools.”
Copyright © Allyn & Bacon 2007 10
The Dark Side of Leadership Studies by Joseph and Jo Blase show that some school
leaders abuse or bully teachers. Examples National Association of Prevention of Teacher Abuse
reported over 1,000 members in 2010.
www.endteacherabuse.orgAre teachers being vilified in NJ?
Human Resources Development Human resources are the most important resources
in any organization. Human capital is a term applied to the ability of
workers to perform job tasks. Organizations become more effective in meeting
their goals when they invest in human capital through professional development.
Professional DevelopmentStudent learning can be enhanced by
improving the knowledge and skills of teachers
One-shot in-service workshops – PigeonsBuffet
13
Professional Development Linda Darling-Hammond has shown that teacher
preparation, certification, and professional development are strong correlates to student performance.
Title II of NCLB provides grants for improvement of human resources.
National Staff Development Council StandardsRooted in practiceResearch basedCollaborativeLong termAimed at instructional improvementAligned with standards and assessments
7 15
is sustained over time
is based on adult learning theory
includes inside and outside experiences
can be job embeddedencourages risk taking,
creativity and assessment
Professional Development:
Roxbury Curriculum of Teaching ISummer and first semesterCurriculum of Teaching IICourses taught by administrators and
teachers Implementation phaseBaby steps
17
The Kirkpatrick Model of Training EvaluationLevel 1 Evaluation—Reaction
Level 2 Evaluation—Learning
Level 3 Evaluation—Behavior
Level 4 Evaluation—Results
18
