Schooling In American Society EDUC 670 Dr. Mark W. Mitchell

1. Schooling In American SocietyEDUC 670Dr. Mark W. Mitchell Educational Leadership School Personnel Development EDLD 616

2. Educational Administration Core Beliefs • All Children Can Learn • Educational Leadership Makes A Difference In Student Achievement • Educational Administration Is A Service Career • Your Personal Success Is Measured By The Success Of Those You Mentor or Teach Educational Leadership School Personnel Development EDLD 616

3. Development Of Administrative Theory • Theory has been evolving since the 1950’s • Theory is used to explain and predict phenomena in educational organizations. • Theory varies from a simple set of generalizations (survey results) to a complex set of rules that help define why things happen the way that they do. • Theory is used by most school administrators but few acknowledge that they have or use an educational theory. Educational Leadership School Personnel Development EDLD 616

4. Theories tell social scientists what to observe and what to ignore. • When we as educators endorse a certain theory then we are more able to set specific goals and objectives. • Generally researchers will classify phenomena by putting certain behaviors into a specific category. • Mitzberg classified managers: • Figurehead, leader, liaison, monitor, disseminator, spokesperson, entrepreneur, disturbance-handler, resource-allocator, and negotiator. Educational Leadership School Personnel Development EDLD 616

5. Information can be obtained through observation and measurement. • Behavior cannot be directly observed. • Intelligence cannot be directly observed. Tools are used to sample subject behavior. • Attitudes, interest, and opinions cannot be observed directly; they are observed indirectly as that manifest themselves in behavior. • Theorist develop constructs to explain why certain behaviors exist, these are considered “hypothetical constructs” or exist only in the theorist mind. Educational Leadership School Personnel Development EDLD 616

6. Educators use theories all the time: • Relationship of positive reinforcement to improved student achievement. • Doing one activity for the specific purpose of addressing another. • Theories can provide a method of higher level understanding into complex educational issues. Educational Leadership School Personnel Development EDLD 616

7. Scientific Management Focused on work and workers Administrative Management Focused on issues concerning the structure of the overall organization Classical Organizational Theory Educational Leadership School Personnel Development EDLD 616

8. Frederick Taylor (1911) • Worked scientifically to determine the “one best way” to perform the task. Developed four principals: • Job Analysis – Observe and develop the one best way. • Selection of Personnel – Select certain people to teach, train and develop them for the task. • Management Cooperation – Managers should cooperate with works to assure the job is being done correctly. • Functional Supervising – Managers plan, organize, and make decisions – Workers perform their jobs. • Designed to maximize worker productivity. Educational Leadership School Personnel Development EDLD 616

9. Administrative Management“Foyol, Gulick and Weber” • Foyol – 14 principals of management emphasized the “chain of command” allocation of authority, order, efficiency, equity and stability. • Gulick – 7 functions of management – planning, organizing, staffing, directing, coordinating, reporting and budgeting. • Weber – First describe the concept of bureaucracy – similar to Foyol – laid the foundation for “contemporary organizational theory”. Educational Leadership School Personnel Development EDLD 616

10. Organizational Theory was thought to be flawed because there was little reference or feeling toward the worker. - Thus the development of the ‘Human Relations Approach” was developed. Educational Leadership School Personnel Development EDLD 616

11. Human Relations Approach • Hawthorne Studies (1927 – 1933) • Physical environment made little difference in productivity. • Pay incentives were more controlled by the “norm” than by the amount of pay received by the workers. • Productivity was more closely related to understanding human behavior and meetings peoples needs than by outside influence. Educational Leadership School Personnel Development EDLD 616

12. Kurt Lewin (1939) • Began the study and implementation of group dynamics. Concluded that when employees were actively engaged in the decision making process, that the productivity went up. Educational Leadership School Personnel Development EDLD 616

13. Employees are motivated by social, psychological needs and financial incentives. Needs met – recognition, security, belonging. Individual’s perception, beliefs, etc. had an influence. Informal social organizations are formed in almost every environment. Informal groups set up their own rules. Supportive Management. Communication, power influence, etc. all play an important part in the organization. Especially between management and employee. 7 Major Assumptions of the Human Relations Approach Educational Leadership School Personnel Development EDLD 616

14. Behavioral Science Approach • Theorists believed that both the “Classical and the Human Relations” theory were flawed, so a mixing and combination was developed called the Behavioral Science Approach. • Barnard (1938) – both the motives of the company and the motives of the individual must be satisfied. Educational Leadership School Personnel Development EDLD 616

15. Bakke (1955) – Maintained that both the individual and the company “used” each other to further its own goals. • Argyriss (1993) – Believed that the company was responsible for the “maturation” process of the employee. Too many companies keeping their employees in the “dependent” stage. Believed that they start as immature and dependent and move to maturity and independence. Educational Leadership School Personnel Development EDLD 616

16. Mazlow – Developed a “need hierarchy” • All employees, have needs that must be met prior to them being successful, productive and satisfied in their positions. • Believed the managers job was to make sure that all of the needs of the employees are being met, and to remove any obstacle that would hinder the successful fulfilling of the employees needs. • McGregor – Developed Theory X and Theory Y – Theory X contains the beliefs of both the “Classical and the Human Relations” theory. McGregor believed that Theory Y was better, and extension beyond Theory X. Educational Leadership School Personnel Development EDLD 616

17. Herzberg – developed two terms related to past theorist, in the fact that there were two factors. Hygiene Factors that were indicators of job dissatisfaction and Motivation Factors that were indicators of job satisfaction. Hygiene Factors were closely related to Maslow’s hierarchy of needs. • Likert – System 1 to System 4. System 1 being the Exploitive Authoritative to System 4 that was the Participative Group. System 2 and 3 were variations of both 1 and 4. Likert scale used in many assessments and evaluation instruments. Educational Leadership School Personnel Development EDLD 616

18. Leadership • Blake and Mouton – Charted leadership with two lines on a graph – one line for production and one line for concern for people. • Fiedler – “Contingency Theory” of leadership. One type of leader will do better in certain situations that other leaders will do. Educational Leadership School Personnel Development EDLD 616

19. Hersey and Blanchard – Best known for their development of “situational leadership” – Style of the leader is determined by the maturity of the follower. Both job maturity and psychological maturity. • Bass – “transformational and transactional leadership” – Transactional leaders determine what subordinates need to do to achieve their own and organizational goals. Transformational leaders motivate subordinates to do more than what is actually expected. Utilizing “ownership”, “group decision making” and moving the employees into higher level thinking skills. Educational Leadership School Personnel Development EDLD 616

20. Systems Theory Environment Organization Inputs Transformation Process Outputs Feedback Educational Leadership School Personnel Development EDLD 616

21. Open Systems External Environment Personnel, Finance, Theory & Knowledge, All Information The Teaching Process – (Structure, Culture, Motivation, Leadership) Evaluation (Student Achievement) Feedback Educational Leadership School Personnel Development EDLD 616

22. Classical Theory Scientific Theory Human Relations Approach Hawthorne Studies Behavioral Science Approach Motivation – Hygiene Factors Situational Leadership Transactional and Transformational Leadership Open Systems Theory Review Educational Leadership School Personnel Development EDLD 616