Chapter 7: Organizational Structures

Dr. Rob AndersonSpring 2011

Agenda• Leadership Book Presentations– Holly, Rachel, Jessica Knox

• Tallahassee update• Chapter 7: Organizational Structures

Major Themes: Chapter 7• Organizational Structure• Schools as Open Systems• Leadership Functions• Administrative Roles• Management Skills• Models of Organizational Structure

Florida Principal Leadership Standards

Standard 8: School Management. Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. The leader:

• Organizes time, tasks and projects effectively with clear objectives and coherent plans; • Establishes appropriate deadlines for him/herself and the entire organization; • Manages schedules, delegates, and allocates resources to promote collegial efforts in

school improvement and faculty development; and• Is fiscally responsible and maximizes the impact of fiscal resources on instructional

priorities.

Key Concepts of Organizational Structure

• Job Specialization – who should do what?• Departmentalization – separating employees

into a common organizational unit• Delegation – who has the authority to do what

Example – Lake Nona High School

• Administrative Duties are clearly defined in the faculty handbook distributed at the beginning of the year

• Staff is organized into departments and then supervision of these departments is delegated

Important• Organizational structure is CRITICAL to the

culture and performance of a school• Jim Collins, in Good to Great– Suggests that getting the right people “on the bus

and then in the right seat” is the key to organizational success.

Decentralization• Flattening the organizational structure– Number of decisions made at lower levels– Importance of those decisions made at lower

levels– The scope of decisions made at lower levels– Amount of checking on school proncipals

Comparison of Two School Districts• Analyze both organizational charts and then

answer the following questions:– Which seems more effective? Why?– Which of the two seems more decentralized?– Why does organizational structure change when

superintendents change?

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Management Skills• Conceptual Skills– The ability to see the big picture

• Human Skills– The ability to motivate, facilitate, coordinate, lead,

communicate, manage conflict and get along with others

• Technical Skills– The ability to use the knowledge, methods and

techniques of a specific discipline or field

Tasks and Skills for Effective Leadership of Schools

• Open the text to p.188 and review Table 7.1. Answer the following questions in small groups– Which of these do you find are more important

than others?– What are the strengths and weaknesses that exist

within your school?– What could your principal do differently to

improve in areas of weakness?

Shortcomings of Ineffective Administrators

• Insensitive to others; abrasive, intimidating bullying style

• Cold, aloof, arrogant• Betrayal of trust (failure to accomplish stated

intentions)• Overly ambitious; thinking of the next job,

playing politics• Over-managing; unable to delegate or build a

team

Shortcomings of Ineffective Administrators

• Unable to staff effectively• Unable to plan and organize work• Unable to adapt to a superior with a different

style• Unable to adjust to new and changing

conditions• Overdependence on an advocate or mentor

Rensis Likert System 4 Design• System 1 - Exploitative Authoritative: Responsibility lies in the hands of the people at the

upper echelons of the hierarchy. The superior has no trust and confidence in subordinates. The decisions are imposed on subordinates and they do not feel free at all to discuss things about the job with their superior. The teamwork or communication is very little and the motivation is based on threats.

• System 2 - Benevolent Authoritative: The responsibility lies at the managerial levels but not at the lower levels of the organizational hierarchy. The superior has condescending confidence and trust in subordinates (master-servant relationship). Here again, the subordinates do not feel free to discuss things about the job with their superior. The teamwork or communication is very little and motivation is based on a system of rewards.

• System 3 - Consultative: Responsibility is spread widely through the organizational hierarchy. The superior has substantial but not complete confidence in subordinates. Some amount of discussion about job related things takes place between the superior and subordinates. There is a fair amount of teamwork, and communication takes place vertically and horizontally. The motivation is based on rewards and involvement in the job.

• System 4 - Participative: Responsibility for achieving the organizational goals is widespread throughout the organizational hierarchy. There is a high level of confidence that the superior has in his subordinates. There is a high level of teamwork, communication, and participation.

Site-Based Management• Make those closest to the delivery of services

more responsible for the results of their schools’ operations

• Avoid school system bureaucracy • Can result in wide range of results which can

cause issues.

Transactional vs. Transformational Leadership

• Transactional leaders determine what subordinates need to do to achieve their own and organizational objectives, classify those requirements, help subordinates become confident that they can reach their objectives by expending the necessary efforts, and reward them according to their accomplishments

Transactional vs. Transformational Leadership

• Transformational leaders motivate their subordinates to do more than they originally expected to do by– Raising followers’ level of consciousness about the

importance and value of designated outcomes and about ways of reaching them

– Getting followers to transcend their own self -interest for the sake of the team or organization

– Raising followers’ need levels to the higher-order needs, such as self-actualization, or by expanding their portfolio of needs

Total Quality Management - 改善

• Kaizen - refers to philosophy or practices that focus upon continuous improvement of processes

• Involves all stakeholders• Reduces fear• Eliminates the notion that to improve you

have to work harder• Clear plan of action

Chapter 10: The Principal and Change

Dr. Rob AndersonSpring 2011

Major Themes: Chapter 10• Organizational Change• Resistance to Change• Managing Change• Change Process• Change Strategies

Florida Principal Leadership Standards

Standard 3: Instructional Plan Implementation. Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments.

Standard 5: Learning Environment. Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population.

Standard 6: Decision Making. Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data.

Standard 8: School Management. Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment.

Managing Change• External vs. Internal Forces– Who is asking for change?– What is their motivation?– Is it aligned to the vision/mission of the school or

is it for personal gain?

Kurt Lewin Change Theory• Change involves a sequence of organizational

processes that occur over time– Unfreezing– Moving– Refreezing

Key Behaviors that promote successful school change

• Build a vision• Create a positive climate• Share responsibility• Engage community support• Train• Provide resources• Remove barriers

For Next Week• Spring Break!!!The following week:• Read Chapter 8• Bring your school’s report card from the DOE

website– Schoolgrades.fldoe.org

• Bring a copy of your school improvement plan and

• Laura, Marissa, Kirsten