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Robert G. Owens began his professional career as the teaching principal of a three-room school. After serving as principal for eighteen years in a variety of school environments, he became a university professor. His research and service have always focused on, and been centered in, the practice of improving the organizational effectiveness of schools.
Thomas C. Valesky began his career in education serving as teacher, high school counselor, elementary principal, and superintendent — both in the United States and abroad. He is currently program leader and professor for the Educational Leadership program at Florida Gulf Coast University. His work has resulted in numerous journal publications and the co-authorship of two books, Training for Quality School-based Decision Making (Rowman & Littlefield, 2003) and Challenge to change: The Memphis experience with school-based decision making (National Education Association, 1994).
Preface
Educational Leadership Policy Standards: The New ISLLC Standards For 2008
ISLLC Functions By Chapter
CHAPTER 1: In Search of a Vision
Critical Incident: The Vision For South Shore High School
ASSUMPTIONS, BELIEFS, BEHAVIORS
THE NATURE OF SCIENTIFIC PROGRESS
IMPACT OF BEHAVIORAL SCIENCE
Psychoanalytic Psychology
Sociological and Psychological Points of View
Cognitive Psychology
Social Psychology
Field Theory of Behavior
SCHOOLS AS EDUCATIVE ORGANIZATIONS
Organizational Theory
Theory Defined and Described
Two Major Perspectives on Educational Organizations
Bureaucratic Theory
Human Resources Development Theory
Theory X and Theory Y
THE RELEVANCE TO SCHOOL LEADERSHIP TODAY
VISION AND EDUCATIONAL LEADERSHIP
THE NO CHILD LEFT BEHIND ACT OF 2001
RESEARCH IN EDUCATION
The Framingham Heart Study
The Tennessee STAR Study
Research and NCLB
LEADERSHIP AS COACHING
Coaching as a Method of Teaching
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 2: Guiding Concepts of Practice
Critical Incident: Controversy at the Principals’ Meeting
TWO PRINCIPAL SOURCES OF CONFLICT
The “Great Debate”: Traditional versus Progressive Education
The Beginnings of the Great Educational Debate
The Backlash of the 1950s
The Neoprogressives Emerge in the 1960s
THE CONTEMPORARY DEBATE ON SCHOOLING
A PARADIGM SHIFT IN EDUCATION
A Passion for Equality
The Traditional Paradigm of Intelligence
A New Paradigm of Intelligence or the Lake Wobegon Syndrome?
MULTIPLE INTELLIGENCES THEORY
Gardner’s Multiple Intelligences Theory (MIT)
Perkins’s Learnable Intelligence Theory
Smart Schools
Emotional Intelligence
Sustainability: The Debate Continues
Sustainability
THEORY OF ACTION
THEORY OF PRACTICE
THE GAME PLAN: A COACHING METAPHOR
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 3: Mainstreams of Organizational Thought
Critical Incident --A Philosophical Disagreement on Administration
ORGANIZATIONAL BEHAVIOR
Organization and Behavior
Why Study Organizational Behavior?
IMPACT OF THE INDUSTRIAL REVOLUTION
Frederick W. Taylor and Scientific Management
The Beginning of Modern Organizational Theory
Emergence of Bureaucratic Organizational Theory
THE RISE OF CLASSICAL ORGANIZATIONAL THEORY
Scientific Management versus Classical Organizational Theory
Organizational Concepts of Classical Theory
Classical and Neoclassical Administrative Concepts
THE HUMAN RELATIONS MOVEMENT
The Western Electric Studies
Sociometry
Behavior Patterns in Groups
Leadership as a Group Function
The Paradox of Organizational Structure
THE ORGANIZATIONAL THEORY MOVEMENT
Human Relations and Organizational Behavior
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 4: Organizational Theory
Critical Incident: A Tale of Two Principals
ORGANIZATIONAL STRUCTURE AND PEOPLE
General Systems Theory
Social Systems Theory
A Contextual Approach
ROLE THEORY
Role Conflict
Role Ambiguity
Role Set
Functional Roles in the Group
Role Related to Social Systems Theory
Equilibrium
Homeostasis
Feedback
SOCIOTECHNICAL SYSTEMS THEORY
CONTINGENCY THEORY
Rational Planning Models
Open System Related to Contingency Theory
Response to Technological Change
Interaction with the External Environment
Contingency Theory and Organizational Behavior in Schools
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 5: The Human Dimension of Organization
Critical Incident: Turning Madison High Around
RECONCEPTUALIZING THE NATURE OF ORGANIZATIONS
A NEW PARADIGM OF ORGANIZATIONAL THEORY
RISE OF QUALITATIVE RESEARCH METHODS
Educational Organizations as Loosely Coupled Systems
Educational Organizations as Dual Systems
BUILDING HUMAN CAPITAL
Human Resources as Assets
The Dark Side of Leadership
Human Resources Development
ORGANIZATIONAL CULTURE AS A BEARER OF AUTHORITY
FIVE BASIC ASSUMPTIONS OF EFFECTIVE SCHOOLS
Professional Development
CONCLUSION
The Effort to Create an Administrative Science
Centrality of the Human Dimension of Organization
Where We Are and Where We Are Going
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 6:
Organizational Culture and Organizational Climate
Critical Incident: Two Schools: Two Different Cultures
HUMAN RESOURCES DEVELOPMENT
Defining and Describing Organizational Culture and Climate
Research on Organizational Culture
Organizational Culture and Organizational Climate Compared and Contrasted
Organizational Culture
Two Major Themes in a Definition of Organizational Culture
Specifying What Organizational Culture Is
HOW ORGANIZATIONAL CULTURE IS CREATED
Symbolism and Culture
Organizational Climate
The Affective Aspects of Culture and Climate
Multiple Cultures
HOW ORGANIZATIONAL CLIMATE IS CREATED
Group Norms
Person—Environment Interaction
Concept of Behavior Settings
Describing and Assessing Organizational Culture in Schools
RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE AND ORGANIZATIONAL EFFECTIVENESS
Cause and Effect
FOUR MANAGEMENT SYSTEMS
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 7: Organizational Change
Critical Incident: The Man for the Job!
SCHOOL REFORM AND CHANGE
Power Relationships and School Restructuring
Aims of Educational Reform
THE TRADITION OF CHANGE IN AMERICAN EDUCATION
Natural Diffusion Processes
Planned, Managed Diffusion
THREE STRATEGIES OF PLANNED CHANGE
Empirical-Rational Strategies of Change
Research, Development, and Diffusion (R, D, and D)
The “Agricultural Model”
Assumptions and Implications of KPU Approaches to Change
Other Empirical-Rational Strategies
Power-Coercive Strategies of Change
Normative-Reeducative or Organizational Self-Renewal Strategies
The Rand Study of Federal Programs Supporting Educational Change
A Normative-Reeducative Strategy
Organizational Health
Organizational Self-Renewal
The Learning Organization
A Sociotechnical View
Force-Field Analysis
RESEARCH ON THE EFFECTIVENESS OF ORGANIZATIONAL DEVELOPMENT
TWO EMERGING QUESTIONS
Can the Schools Do It Alone?
Full-Service Schools
Is School Reform Enough?
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 8: Leadership
Critical Incident: Leadership At North River Middle School
ADAPTIVE LEADERSHIP
LEADERSHIP AND MANAGEMENT
POWER AND LEADERSHIP
Leadership Different from Command
Power Defined
TWO-FACTOR LEADERSHIP THEORY ABANDONED
LEADERSHIP AS A RELATIONSHIP WITH FOLLOWERS
Your Understanding of Human Nature Is Critical
TRANSFORMATIONAL LEADERSHIP
Transforming Leadership Compared and Contrasted with Transactional Leadership
Moral Leadership
A Progression
A Process of Growth and Development
Leadership and Vision
Whose Vision Is It, Anyway?
MANIPULATION AND EMPOWERMENT
Critical Theory
IMPORTANT CONCEPTS ABOUT LEADERSHIP FOR THE EDUCATIONAL LEADER
Distributed Leadership
Professional Learning Communities and Parental Involvement
Sustainable Leadership
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 9: Decision Making
Critical Incident: Deciding How to Decide
INDIVIDUAL VERSUS ORGANIZATIONAL DECISION MAKING
RATIONALITY IN DECISION MAKING
Rational Decision-Making Models
LIMITS ON RATIONALITY IN DECISION MAKING
The Gap between Theory and Practice
Five Leadership Styles
Seven Situation Issues
Decision-Process Flowchart
The Nature of Managerial and Administrative Work
How Administrators Think
The Influence of Organizational Culture on Decision Making
Closing the Gap between Theory and Practice
THEORY OF PRACTICE
Human Resources Development
PARTICIPATIVE DECISION MAKING
Participative Decision Making and Empowerment
PARTICIPATIVE OR DEMOCRATIC?
An Explicit Decision-Making Process
Who Identifies the Problem?
Emergent and Discrete Problems
Who Should Participate?
Desire of Individuals to Participate
TEAM ADMINISTRATION
Participation Requires High Level of Skills
A PARADIGM FOR DECISION MAKING
Total Teamwork System
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 10: Conflict in Organizations
Critical Incident: Conflict in the 1th Grade Team
THE NATURE OF CONFLICT IN ORGANIZATIONS
Definition of Conflict
Conflict Different from Attacks
Contemporary Views of Conflict
Effects of Organizational Conflict
The Criterion: Organizational Performance
THE DYNAMICS OF ORGANIZATIONAL CONFLICT
Hostility
A Contingency View
A Process View of Conflict
A Structural View of Conflict
An Open-Systems View of Conflict
APPROACHES TO ORGANIZATIONAL CONFLICT
The Win-Lose Orientation to Conflict
A Contingency Approach to Conflict
Diagnosing Conflict
A CONTINGENCY APPROACH TO DIAGNOSIS OF CONFLICT
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
CHAPTER 11: Motivation
Critical Incident: Changes at Washington High School
THE MEANING AND PATTERNS OF MOTIVATION
First Pattern: Direction in Making Choices
Second Pattern: Persistence
Third Pattern: Intensity
THE EXTRINSIC-INTRINSIC DEBATE
Extrinsic, or Behaviorist, Views
Intrinsic Views of Motivation
INDIVIDUAL AND GROUP MOTIVATION
THE WESTERN ELECTRIC STUDIES REVISITED
The Illumination Studies
The Relay Inspection Group Studies
Central Findings of the Studies
Impact of the Studies
Contemporary Views of the Western Electric Studies
INDIVIDUAL DIFFERENCES
In Praise of Diversity
Archetypes
HUMAN INTELLIGENCE
TEMPERAMENT AND ORGANIZATIONAL BEHAVIOR
The Four Psychological Types
The Myers-Briggs Type Indicator (MBTI)
Four Basic Dimensions of Human Personality
Introversion-Extraversion (Attitude)
Sensation-Intuition (Processes of Perception) and Thinking-Feeling (Processes of Judgement
Perceiving-Judging (Dealing with the Outside World)
Final Thoughts on Temperament and Organizational Behavior
INTRINSIC MOTIVATION
Cognitive Views of Motivation
Achievement Motivation
McClelland and the “Spirit of Capitalism”
Social Cognitive Theory and Self Efficacy
The Humanistic Perspective
Abraham Maslow: Motivation as a Hierarchy of Needs
Herzberg’s Two-Factor Theory of Motivation
Comments on Herzberg’s Two-Factor Theory
Integration of Herzberg’s and Maslow’s Theories
CONCLUSION: GENERAL PRINCIPLES
REFLECTIVE ACTIVITIES
SUGGESTED READINGS
CHAPTER 12: School Reform
Critical Incident: District Test Scores Decline Once Again
MARKET-BASED SCHOOL REFORM
Origin of Market Based Reforms
Economic Theory and School Reform
School Reform as Investment Opportunity
Current Status of Charter Schools
Vouchers
Privatization in Higher Education
STANDARDS-BASED SCHOOL REFORM
Have Higher Standards Worked?
WHOLE SCHOOL REFORM
Increasing School Autonomy
Support for School Leaders
Research Support for CSR Models
Response to Intervention (RTI)
TEACHER EDUCATION AND SCHOOL REFORM
National Network for Educational Renewal (NNER)
The American Council on Education Initiative
The Flexner Report on Medical Education as Precedent
A Broader, Bolder Approach to Education
CONCLUSION
REFLECTIVE ACTIVITIES
SUGGESTED READING
Notes
Name Index
Subject Index
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