Hi, my name is Bob and I have been, and no longer wish to be, a victim of scientific management.

FROM SCIENTIFIC MANAGEMENT TO

MORAL LEADERSHIP

Shifting the Management Paradigm

Scientific Management is rooted in…

Modernist Paradigm

Modernist Paradigm Originated in 20th Century when life in

Western civilization was characterized by capitalism, rationalism, individualism and a move towards secular culture. (English, p.36)

Social progress was tied closely to the dynamics of capitalistic production and economic growth. (Giroux, 1997)

Science and technology were intrinsically good and “served as the drivers of society’s engines.” (Starratt, 2003)

Scientific Management a.k.a Taylorism

“Principles of Scientific Management “Frederic W. Taylor 1911.

Taylor believed that….There is only one best way to

accomplish a job.Administration “can be reduced to

replication of behaviors that are proven to be effective and

efficient” (English, p.34)

Scientific Management a.k.a Taylorism

Manager ‘s role is to discover the best way to accomplish the job with the least number of body motions.

Results of worker’s labor can always be predicted and quantified.

Administrator’s role is to:Clearly delineate the necessary stepsProvide trainingMonitor process of implementationUse hard data to evaluate efficiency and effectiveness

Taylorism provided extremely mechanized way to standardize the workplace (Foster, 1986)

Valued organizational goals more than it valued the interests and needs of the people.

Bureaucracy was firmly established through a clear delineation of managers’ and workers’ responsibilities (English p.35)

Scientific Management a.k.a Taylorism

According to the Scientific Management the role of the worker is to…

…follow routine steps…

….not requiring intellectual capability…

…or imagination.

Scientific Management Supervisor most likely believed that…

Those in position of power had intellectual superiority.

Subordinates had no internal motivation and were only motivated by money.

Workers didn’t have intellectual ability to do their job without very close supervision and monitoring.

Scientific Managementapplied to schools

Focused on measuring efficiency in the production of schools’ products a.k.a. children

Assumed that human endeavors are always linear, rational, predictable and consistent.

Followed three principles:1. Preference for sanitized language avoidance of

expressing anything that is perceived to be uncomfortable or offensive

2. Logical Rigor consistency and predictability

3. Value Neutrality refusal to acknowledge bias

Causes of opposition to Modernist Paradigm and Scientific Management

It was seen as imperialistic It resonated with notions of class, gender and race

domination. It was a catalyst of alienation of individuals Resulted in domination of the individual by

bureaucracy

Progression to Moral Leadership in Education

Since “schools serve as spaces for social reproduction”(English p.39)

two questions can be asked

Should they solidify the

Status Quo?

Should they bring about

change?

The Choice is Clear “The only constant is change,

continuing change, inevitable change, that is the dominant factor in society today. No sensible decision can be made any longer without taking into

account not only the world as it is, but the world as it will be.” (Isaac Asimov)

Consider This….

Where would you rather go?

Meaning, Purpose and Ethical Leadership Thoughts and Ideas

Having meaning in our lives ties our behavior to a purpose. What is the reason for our existence?

Educational Leadership is not the mechanism to perpetuate commerce. What is the product of our work?

Schools are no longer places for merely academic pursuit. What do we need to pursue?

Schools are places where human imagination and creativity can be used to re-create our world. What would that world be like?

Schools are places of struggle between the status quo and fabrication of a different existence. What existence would that be?

Essential Questions for Ethical Leaders

How are society and culture reproduced through schooling?

Why underclass children often become underclass parents?

Why can’t schools break the cycle of class reproduction?

How is a culture of sexism and violence perpetuated?

Moral Leaders are… Purpose Driven

Cognizant of the prevailing cultural issues inside and outside the school

Provide a critical voice addressing the meaning behind: racial profiling, violence and drug trafficking

Go beyond academicsAre at the forefront of societal accountability

and responsibility.

Moral Leaders Self-Reflect Carefully examine values, attitudes,

assumptions and predispositions covering a whole host of issues.

Unearth areas of dissonance that may exist between their demonstrated behaviors and internal assumptions.

Wrestle with how schools and their administration potentially perpetuate racial and class divides.

Examine and question the relevance of operating norms.

Questions for Discussion

As more and more of us agree that our schools must go through radical changes, in order to prepare our students, teachers and administrators for the 21st Century, to what degree, the “legacy” of scientific

management will be slowing us down?

“My students will not learn unless I spell out exactly what I want them to do, say or think step by step”

What essential questions will moral leaders be asking themselves in the 21st century that they did

not have to ask before?

“When I visit your school, I want to see all students learning the same content and I want to see all teachers teach the same way.”