Chapter 1Chapter 1The school as a Social SystemThe school as a Social System

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Chapter Overview Chapter Overview VIDEOVIDEO

B = B = f f (S x I)(S x I) Behavior is a function of the Behavior is a function of the

interaction of bureaucratic role interaction of bureaucratic role expectations and the relevant expectations and the relevant work orientations of the work orientations of the organizational member. organizational member.

TheoryTheoryPages Pages 1-81-8

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Theory (1-8)Theory (1-8) Theory and ScienceTheory and Science

– TheoryTheory– ConceptsConcepts– GeneralizationsGeneralizations

Theory and RealityTheory and Reality Theory and ResearchTheory and Research

– Hypothesis: Figure 1.1Hypothesis: Figure 1.1 Theory and PracticeTheory and Practice

Systems perspectiveSystems perspectivePages 8-17Pages 8-17

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SystemsSystems Rational System: A Machine Rational System: A Machine

ModelModel Natural System: An Organic Natural System: An Organic

ModelModel Open System: An IntegrationOpen System: An Integration

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Rational-systems Rational-systems perspectiveperspective Views organizations as formal Views organizations as formal

instruments designed to achieve instruments designed to achieve specific organizational goals.specific organizational goals.

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Scientific Scientific management: The management: The BeginningBeginning Time and motion studiesTime and motion studies Division of LaborDivision of Labor StandardizationStandardization Span of ControlSpan of Control Principle of homogeneityPrinciple of homogeneity

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Contemporary Rational Contemporary Rational SystemsSystems GoalsGoals FormalizationFormalization Exception principleException principle

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Theory Into Practice Theory Into Practice Exercise (13)Exercise (13) Name each person in your school who has formal Name each person in your school who has formal

authority over teachers. What is the role of each? authority over teachers. What is the role of each? Their titles? How much formal authority do they Their titles? How much formal authority do they have and how do they exert it? Give examples.have and how do they exert it? Give examples.

Describe the division of labor and specialization in Describe the division of labor and specialization in the school. Is there a narrow or broad band of the school. Is there a narrow or broad band of control?control?

How fixed or flexible is the curriculum? How much How fixed or flexible is the curriculum? How much independence do teachers have to make their independence do teachers have to make their own decisions?own decisions?

How would you characterize the formal How would you characterize the formal organization of your school? organization of your school?

Natural System: An Natural System: An organic Modelorganic Model

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Natural-systems Natural-systems perspectiveperspective Developed in large part as a Developed in large part as a

reaction to the scientific reaction to the scientific managers and perceived managers and perceived inadequacies of the rational-inadequacies of the rational-systems model.systems model.

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Human Relations: The Human Relations: The BeginningBeginning Natural-systems perspectiveNatural-systems perspective Hawthorne studiesHawthorne studies Informal organizationInformal organization

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A Human Resource View A Human Resource View (Contemporary Natural (Contemporary Natural Systems)Systems)

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Theory Into Practice Theory Into Practice Exercise (18)Exercise (18)

Name each person in the organization who has Name each person in the organization who has informal power but does not have formal authority. informal power but does not have formal authority. Why does each person have such power? Where do Why does each person have such power? Where do they get their power?they get their power?

Describe the important informal norms that exist in Describe the important informal norms that exist in your school. How do the informal and formal leaders your school. How do the informal and formal leaders get along? Give examples of their cooperation.get along? Give examples of their cooperation.

What group of teachers is the “in-group”? Does the What group of teachers is the “in-group”? Does the group have a rival? How do the informal groups get group have a rival? How do the informal groups get along? How much conflict is there between those with along? How much conflict is there between those with formal authority and those with informal authority?formal authority and those with informal authority?

What is conflict about? Give some examples.What is conflict about? Give some examples.

Open System: An Open System: An IntegrationIntegrationPages 18-20Pages 18-20VideoVideo

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Open Systems Open Systems perspectiveperspective A reaction to the unrealistic A reaction to the unrealistic

assumption that organized assumption that organized behavior could be isolated from behavior could be isolated from external forces.external forces.

Figure 1.3Figure 1.3

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Theory Into Practice Theory Into Practice Exercise (20)Exercise (20) Which is more important in your school, the Which is more important in your school, the

formal or the informal organization? Why?formal or the informal organization? Why? What area does each control? Where do you What area does each control? Where do you

fit into the power relations of your school?fit into the power relations of your school? What improvements would you try to make to What improvements would you try to make to

the formal and informal relations in your the formal and informal relations in your school if you became the principal? Why?school if you became the principal? Why?

Who are the people in your school whose Who are the people in your school whose voices have been silenced and why?voices have been silenced and why?

Finally, To what extent does your principal Finally, To what extent does your principal rely on the formal and informal organization to rely on the formal and informal organization to get things done? What is the balance between get things done? What is the balance between the two? Which is more important?the two? Which is more important?

Properties of Open Properties of Open SystemsSystemsPages 20-22Pages 20-22

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Nine Central ConceptsNine Central Concepts InputsInputs Transformational Transformational

ProcessProcess OutputsOutputs FeedbackFeedback BoundariesBoundaries

EnvironmentEnvironment HomeostasisHomeostasis EntropyEntropy EquifinalityEquifinality

Social-Systems ModelSocial-Systems ModelPages 22-24Pages 22-24

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Basic Assumptions:Basic Assumptions:Social Systems…Social Systems… are are open systemsopen systems consist of consist of interdependent partsinterdependent parts, ,

characteristics, and activities that characteristics, and activities that contribute and receive from the wholecontribute and receive from the whole

are are peopledpeopled are are goal orientedgoal oriented are are structuralstructural are are normativenormative

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Basic Assumptions:Basic Assumptions:Social Systems…Social Systems… are are sanction bearingsanction bearing are are politicalpolitical have have distinctive culturesdistinctive cultures are are conceptual and relativeconceptual and relative All formal organizations are social All formal organizations are social

systems: But all social systems systems: But all social systems are not formal organizationsare not formal organizations

Key elements of Key elements of school social systemsschool social systemsPages 24-33Pages 24-33

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Formal organizationFormal organization

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Key elements Key elements Continued Continued StructureStructure

– Bureaucratic rolesBureaucratic roles IndividualIndividual

– Needs, Goals, Beliefs, CognitionNeeds, Goals, Beliefs, Cognition– Figure 1.5Figure 1.5

CultureCulture– Organizational cultureOrganizational culture

PoliticsPolitics

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Key elements Key elements Continued Continued

Technical CoreTechnical Core EnvironmentEnvironment Outcomes: Table 1.1Outcomes: Table 1.1 Internal Feedback Loops: Figure Internal Feedback Loops: Figure

1.61.6 External Feedback Loops External Feedback Loops

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School as a learning School as a learning organization (33-34)organization (33-34) Learning organizationsLearning organizations Student LearningStudent Learning Create StructuresCreate Structures Effective ResponseEffective Response

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Case studyCase study See page 34 in bookSee page 34 in book

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Conclusion (37)Conclusion (37)

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Conclusion (37)Conclusion (37)

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Figure 1.1Figure 1.1

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Figure 1.5Figure 1.5

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Table 1.1Table 1.1

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Figure 1.6Figure 1.6

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Figure 1.3Figure 1.3

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