Organizational Behavior in Education: Adaptive Leadership And School Reform

by Owens, Robert E.; Valesky, Thomas C.

• ISBN13: 9780205486366
• ISBN10: 0205486363
• Edition: 9th
• Format: Hardcover
• Copyright: 2007-01-01
• Publisher: Allyn & Bacon

Summary

"This text is the one text I have used that students consistently like reading and make complimentary remarks about in the course evaluation." Lora Knutson, Governorrs"s State University The Ninth Edition of Organizational Behavior in Education relates the study of educational leadership to the challenge of how leaders can participate effectively in school reform. Throughout the text, readers are challenged to develop and act on a game plan for implementing school reform. Issues arising from the No Child Left Behind Act of 2001 receive major emphasis in this edition. As with earlier editions, Owens and Valesky continue to examine aspects of organizational behavior such as organizational culture, diversity, leadership, motivation, change, conflict, and decision making while maintaining high standards of scholarship and a lucid, readily accessible writing style. New to This Edition New coverage of important leadership perspectives such as emotional intelligence (Daniel Goleman), cognitive science, and the moral imperative (Michael Fullan), as well as the writings of noted scholars such as Deborah Meier, Howard Gardner, and William Ouchi have been added to keep this text current with the latest thinking. Both a chart showing how this text thoroughly covers Interstate School Leaders Licensure Consortium (ISLLC) standards and chapter opening ISLLC connections to learning objectives have been integrated to readily highlight how this text matches these critical standards. Revised end-of-chapter exercises and new suggested projects for students supplement the practical applications of this text. All research and references have been meticulously updated to provide the most current and useful information to readers. A new Test Bank and new PowerPoint Presentation are available online to adopters by contacting your local representative. Package this text with [Insert MyLabSchool Logo]a powerful set of online tools that bring the classroom to life! Visit www.mylabschool.com for more information!

Table of Contents

Preface	xv
The ISLLC Standards for School Leaders	xvii
In Search of a Paradigm	1	(37)
ISLLC Standards	2	(2)
Assumptions, Beliefs, Behaviors	4	(1)
Modernist and Structuralist Thought	5	(2)
Postmodernism and Poststructuralism	7	(3)
The Nature of Scientific Progress	10	(5)
Psychology	15	(5)
Behaviorism	16	(1)
Psychoanalytic Psychology	17	(1)
Cognitive Psychology	18	(1)
Social Psychology	19	(1)
Sociological and Psychological Points of View	20	(2)
The Relevance to School Leadership Today	22	(2)
The No Child Left Behind Act of 2001	24	(3)
Research Methods in Education	27	(4)
Leadership as Coaching	31	(3)
The ISLLC Standards for School Leaders	31	(2)
Coaching as a Method of Teaching	33	(1)
Conclusion	34	(1)
Reflective Activities	35	(1)
Suggested Reading	36	(2)
Toward a Theory of Practice	38	(40)
ISLLC Standards	39	(3)
Two Principal Sources of Conflict	42	(5)
The ``Great Debate'': Traditional versus Progressive Education	42	(1)
The Beginnings of the Great Educational Debate	43	(2)
The Backlash of the 1950s	45	(2)
The Neoprogressives Emerge in the 1960s	47	(1)
The Contemporary Debate on Schooling	47	(5)
A Paradigm Shift in Education	52	(6)
A Passion for Equality	53	(1)
The Traditional Paradigm of Intelligence	53	(2)
The Bell Curve	55	(2)
A New Paradigm of Intelligence or the Lake Wobegon Syndrome?	57	(1)
Multiple Intelligences Theory	58	(8)
Gardner's Multiple Intelligences Theory (MIT)	60	(2)
Perkins's Learnable Intelligence Theory	62	(2)
Smart Schools	64	(1)
Emotional Intelligence	65	(1)
The Debate Continues	66	(4)
The National ``Summit Meetings'' on Educational Standards	68	(2)
Theory of Action	70	(3)
Theory of Practice	73	(2)
The Game Plan: A Coaching Metaphor	75	(1)
Conclusion	76	(1)
Reflective Activities	76	(1)
Suggested Reading	77	(1)
Mainstreams of Organizational Thought	78	(30)
ISLLC Standards	79	(1)
Organizational Behavior	80	(2)
Organization and Behavior	82	(1)
Why Study Organizational Behavior?	82	(1)
Why Study the History of Organizational Behavior?	83	(1)
Why Study Theory?	84	(1)
Public Administration as a Beginning	85	(1)
Impact of the Industrial Revolution	86	(4)
Frederick W. Taylor and Scientific Management	87	(1)
The Beginning of Modern Organizational Theory	88	(1)
Emergence of Bureaucratic Organizational Theory	89	(1)
The Rise of Classical Organizational Theory	90	(5)
Scientific Management versus Classical Organizational Theory	91	(1)
Organizational Concepts of Classical Theory	92	(2)
The Ideas of Mary Parker Follett	94	(1)
Classical and Neoclassical Administrative Concepts	95	(1)
The Human Relations Movement	95	(5)
The Western Electric Studies	96	(4)
The Organizational Theory Movement	100	(5)
Human Relations and Organizational Behavior	102	(3)
Conclusion	105	(1)
Reflective Activities	106	(1)
Suggested Reading	107	(1)
Organizational Theory in the Modern Period	108	(49)
ISLLC Standards	109	(3)
Organizational Theory	112	(1)
Theory Defined and Described	112	(1)
Two Major Perspectives on Educational Organizations	112	(6)
Bureaucratic Views	113	(4)
Top-Down School Reform Persists	117	(1)
Human Resources Development Views	117	(1)
Theory X and Theory Y	118	(5)
Organizational Structure and People	123	(1)
General Systems Theory	124	(2)
Basic Concepts of System	124	(2)
Social Systems Theory	126	(4)
A Contextual Approach	126	(4)
Role Theory	130	(6)
Functional Roles in the Group	135	(1)
Role Related to Social Systems Theory	136	(7)
Equilibrium	139	(3)
Homeostasis	142	(1)
Feedback	142	(1)
Sociotechnical Systems Theory	143	(2)
Contingency Theory	145	(8)
Rational Planning Models	147	(2)
Open System Related to Contingency Theory	149	(1)
Response to Technological Change	150	(1)
Interaction with the External Environment	150	(2)
Contingency Theory and Organizational Behavior in Schools	152	(1)
Conclusion	153	(2)
Reflective Activities	155	(1)
Suggested Reading	155	(2)
The Human Dimension of Organization	157	(24)
ISLLC Standards	158	(2)
Reconceptualizing the Nature of Organizations	160	(2)
A New Paradigm of Organizational Theory	162	(1)
Rise of Qualitative Research Methods	163	(5)
Educational Organizations as Loosely Coupled Systems	165	(1)
Educational Organizations as Dual Systems	166	(2)
Building Human Capital	168	(4)
Human Resources as Assets	170	(1)
Organizational Culture as a Bearer of Authority	171	(1)
Five Basic Assumptions of Effective Schools	172	(3)
Turmoil in School Reform	175	(1)
Three Approaches to School Reform	175	(1)
Conclusion	176	(3)
The Effort to Create an Administrative Science	177	(1)
Centrality of the Human Dimension of Organization	177	(1)
Where We Are and Where We Are Going	178	(1)
Reflective Activities	179	(1)
Suggested Reading	180	(1)
Organizational Culture and Organizational Climate	181	(43)
ISLLC Standards	182	(4)
Human Resources Development	186	(9)
Defining and Describing Organizational Culture and Climate	187	(3)
Research on Organizational Culture	190	(2)
Organizational Culture and Organizational Climate Compared and Contrasted	192	(3)
How Organizational Culture Is Created	195	(5)
Symbolism and Culture	195	(2)
Organizational Climate	197	(1)
The Affective Aspects of Culture and Climate	198	(1)
Multiple Cultures	198	(2)
How Organizational Climate Is Created	200	(5)
Group Norms	201	(1)
Person-Environment Interaction	201	(2)
Concept of Behavior Settings	203	(2)
Describing and Assessing Organizational Culture in Schools	205	(1)
Relationship between Organizational Culture and Organizational Effectiveness	205	(5)
Cause and Effect	206	(1)
The Problem of Measuring School Effectiveness	207	(3)
Describing and Assessing Organizational Climate in Schools	210	(5)
Organizational Climate Description Questionnaire (OCDQ)	211	(1)
Organizational Climate Index [OCI]	212	(3)
Four Management Systems	215	(5)
Conclusion	220	(1)
Reflective Activities	221	(1)
Suggested Reading	222	(2)
Organizational Change	224	(43)
ISLLC Standards	225	(6)
School Reform and Change	231	(3)
Power Relationships and School Restructuring	232	(1)
Aims of Educational Reform	233	(1)
The Tradition of Change in American Education	234	(2)
Natural Diffusion Processes	234	(1)
Sociological Views of Diffusion	235	(1)
Planned, Managed Diffusion	235	(1)
Three Strategies of Planned Change	236	(1)
Empirical-Rational Strategies of Change	236	(5)
Research, Development, and Diffusion (R, D, and D)	237	(1)
The ``Agricultural Model''	238	(1)
Assumptions and Implications of KPU Approaches to Change	239	(1)
Other Empirical-Rational Strategies	240	(1)
Power-Coercive Strategies of Change	241	(1)
Normative-Reeducative or Organizational Self-Renewal Strategies	242	(18)
The Rand Study of Federal Programs Supporting Educational Change	242	(3)
A Normative-Reeducative Strategy	245	(1)
Organizational Health	245	(1)
Organizational Self-Renewal	246	(1)
The Learning Organization	247	(8)
A Sociotechnical View	255	(1)
Force-Field Analysis	256	(4)
Research on the Effectiveness of OD	260	(3)
Conclusion	263	(2)
Reflective Activities	265	(1)
Suggested Reading	266	(1)
Adaptive Leadership	267	(27)
ISLLC Standards	268	(2)
Adaptive Leadership	270	(1)
Power and Leadership	271	(4)
Leadership Different from Command	272	(1)
Power Defined	273	(2)
Leadership Defined	275	(1)
Two-Factor Leadership Theory Abandoned	275	(2)
Leadership as a Relationship with Followers	277	(3)
Your Understanding of Human Nature Is Critical	279	(1)
Bureaucratic View of Leadership	280	(1)
Transforming Leadership	280	(6)
Transforming Leadership Compared and Contrasted with Transactional Leadership	281	(1)
Moral Leadership	281	(1)
A Progression	282	(1)
A Process of Growth and Development	282	(1)
Leadership and Vision	283	(1)
Whose Vision Is It, Anyway?	284	(2)
Manipulation and Empowerment	286	(1)
Critical Theory	286	(1)
Leadership and Management	287	(3)
Empowerment and Leadership	288	(1)
A Moral or Ethical Problem	289	(1)
Conclusion	290	(1)
Reflective Activities	291	(1)
Suggested Reading	292	(2)
Decision Making	294	(40)
ISLLC Standards	295	(3)
Individual versus Organizational Decision Making	298	(2)
Rationality in Decision Making	300	(3)
Rational Decision-Making Models	301	(2)
Limits on Rationality in Decision Making	303	(11)
The Gap between Theory and Practice	304	(1)
Five Leadership Styles	304	(1)
Seven Situation Issues	305	(1)
Decision-Process Flowchart	305	(2)
The Nature of Managerial and Administrative Work	307	(2)
How Administrators Think	309	(3)
The Influence of Organizational Culture on Decision Making	312	(2)
Closing the Gap between Theory and Practice	314	(1)
Theory of Practice	314	(2)
Human Resources Development	314	(2)
Participative Decision Making	316	(3)
Participative Decision Making and Empowerment	317	(2)
Participative or Democratic?	319	(6)
An Explicit Decision-Making Process	320	(2)
Who Identifies the Problem?	322	(1)
Emergent and Discrete Problems	322	(1)
Who would Participate?	323	(1)
Desire of Individuals to Participate	324	(1)
Team Administration	325	(2)
Participation Requires High Level of Skills	327	(1)
A Paradigm for Decision Making	327	(1)
Conclusion	328	(2)
Reflective Activities	330	(3)
Suggested Reading	333	(1)
Conflict in Organizations	334	(26)
ISLLC Standards	335	(2)
The Nature of Conflict in Organizations	337	(5)
Definition of Conflict	337	(1)
Conflict Different from Attacks	338	(1)
Contemporary Views of Conflict	339	(1)
Effects of Organizational Conflict	339	(1)
The Criterion: Organizational Performance	340	(2)
The Dynamics of Organizational Conflict	342	(5)
Hostility	342	(1)
A Contingency View	343	(1)
A Process View of Conflict	343	(2)
A Structural View of Conflict	345	(1)
An Open-Systems View of Conflict	346	(1)
Approaches to Organizational Conflict	347	(4)
The Win-Lose Orientation to Conflict	347	(2)
A Contingency Approach to Conflict	349	(1)
Diagnosing Conflict	349	(2)
A Contingency Approach to Diagnosis of Conflict	351	(3)
Conclusion	354	(1)
Reflective Activities	355	(4)
Suggested Reading	359	(1)
Motivation	360	(37)
ISLLC Standards	361	(1)
The Meaning and Patterns of Motivation	362	(2)
First Pattern: Direction in Making Choices	363	(1)
Second Pattern: Persistence	363	(1)
Third Pattern: Intensity	364	(1)
The Extrinsic-Intrinsic Debate	364	(1)
Extrinsic, or Behaviorist, Views	365	(1)
Intrinsic Views of Motivation	365	(1)
Individual and Group Motivation	365	(1)
The Western Electric Studies Revisited	366	(4)
The Illumination Studies	366	(1)
The Relay Inspection Group Studies	367	(1)
Central Findings of the Studies	368	(1)
Impact of the Studies	369	(1)
Contemporary Views of the Western Electric Studies	370	(1)
Individual Differences	370	(2)
In Praise of Diversity	370	(2)
Archetypes	372	(1)
Human Intelligence	372	(1)
Temperament and Organizational Behavior	373	(3)
The Four Psychological Types	373	(1)
Four Basic Dimensions of Human Personality	374	(1)
Introversion-Extraversion	374	(1)
Sensation-Intuition and Thinking-Feeling	375	(1)
Perceiving-Judging	376	(1)
The Myers-Briggs Type Indicator (MBTI)	376	(2)
Introversion-Extraversion	376	(1)
A Dimension Rather Than Either-Or	377	(1)
Intuition-Sensation	377	(1)
Intrinsic Motivation	378	(1)
Cognitive Views of Motivation	378	(5)
Achievement Motivation	379	(1)
McClelland and the ``Spirit of Capitalism''	380	(1)
Fear of Success	381	(2)
The Humanistic Perspective	383	(10)
Abraham Maslow: Motivation as a Hierarchy of Needs	383	(6)
Herzberg's Two-Factor Theory of Motivation	389	(4)
Integration of Herzberg's and Maslow's Theories	393	(1)
Conclusion: General Principles	394	(1)
Reflective Activities	395	(1)
Suggested Reading	396	(1)
School Reform	397	(28)
ISLLC Standards	398	(2)
Market-Based School Reform	400	(10)
Economic Theory and School Reform	402	(3)
School Reform as Investment Opportunity	405	(4)
Contracting versus Privatization	409	(1)
Standards-Based School Reform	410	(3)
Whole School Reform	413	(6)
Increasing School Autonomy	414	(3)
Support for School Leaders	417	(1)
Coalition of Essential Schools	417	(1)
Accelerated Schools	418	(1)
Comer School Development Program	419	(1)
The Catalog of School Reform Models	419	(1)
Teacher Education and School Reform	420	(2)
National Network for Educational Renewal (NNER)	420	(1)
The American Council on Education Initiative	421	(1)
The Flexner Report on Medical Education as Precedent	421	(1)
Conclusion	422	(1)
Reflective Activities	422	(1)
Suggested Reading	423	(2)
Notes	425	(15)
Glossary	440	(3)
Name Index	443	(6)
Subject Index	449