Organization Theory in Education - Case Study Example

Organization Theory in Education Name: Course: Tutor: Date Organization Theory in Education Objectives • To identify and understand what organization theory entails. • To understand how organization theory can be applied in the research of issues and problems in education. • To establish the purposes of organizational learning theory as a form of organizational study Introduction Systems approach in educational administration provides a way in which theory can be harnessed to action problems that often face administrators. The traditional organization theory gives emphasis to the segments of activities in general. Systems approach is a new development that reveals the continued evolution that the administration has undergone over years (Roberts, 1976, p. 198). Administrators should be able to understand the implications as well as advantages that come with adopting systemic approaches to the functions of the educational administration. Administrators who are system-oriented are needed now also in the future because of the quality of work they produce. Educational administration introduces students to the field as a logical and focused body marked by the present, past and the future. The functions of the school system have enlarged over the years presenting complex problems that need to be resolved. Organizational change is made easy through assessment of the mode of change, and adequacy at which information can be distributed. Existing beliefs and procedures should be identified, and new learning should be made a priority so that the process of change is enhanced and facilitated. Organization An organization is an entity structured with a defined set of activities aimed at achieving its goals and objectivities. Organizations are goal oriented and have a link to the external environment. An organization is defined as one which manipulates processes and procedures for the purpose of increasing efficiency. Theory is a set of interconnected and related concepts, propositions and definitions used to explain systematically some phenomena. Theories of education are different from scientific theories because of the situations that are constantly changing, as well as the ways in which problems are solved. The characteristics of theories in educational management include; they are normative in that, they base their reflection on the beliefs of the nature and behavior of individuals in an educational institution. They are partial or selective, in that, they tend to put emphasis on certain issues at the expense of others. They have support from observation of practice in educational organizations. Organization theory Organization theory involves the study of the organization as a whole, the strategies and activities also the structures, which guide the organization towards the achievement of its goals and objectives. It was developed for the purpose of examination of human organizations over several years. It provides a perspective from which the organization can be assessed, and the way they evolve over time. It deals with factual issues about the outside world and the values concerning feelings that individuals have about the world. It focuses on the aspects that are internal to the organization (Murphy & Willmott, 2010, p. 10). It seeks to provide the ways in, which organizations are, structured internally, how to react in the case that the structures are challenged, and the way the outside environment is permeable. Modernism is an approach to organization theory that bases its discussion on the existence of narratives. It includes details of the development of the natural and social issues revealed through the use of science and reason. Postmodernism is another approach of organization theory that aims to reject modernism. It bases on the truth, knowledge and justification of realities. Its argument bases on the fact that reality is made from a wide range of other realities, constructed from the ability to be expressed through the use of language. Organization theory in education consists of theories that help in the description of the schools and the school systems. It also explains how the schools are organized and managed. The theories include open systems approach, scientific management, human relations and bureaucratic theories. The establishment and implementation of the policies of education impacts the equality, values and efficiency in the education system. Postmodernism has several views about education. It views education as an economic commodity, to be living in worlds that are different, as a set of experiences, and as a pragmatic, social review. A school system can also be a social system because of the fact that they accept students from the society into their system. The students are then transformed into educated and literate people. Most school systems are open ended, and their main aim is the achievement of goals in a way that is most effective and efficient. The school environment consists of teachers, students and learning material. They all work together because of the shared values, meanings and the need to share ideas. An educational organization strives to emerge as rational as possible, so that they can get an opportunity to garner resources, increase their chances of survival and maintain their legitimacy. The educational institutions enable the provision of opportunities necessary to explore the internal and external processes. Traditional Science of Educational Administration Five decades ago saw the description of the functions of theory as being: to provide guidance to administrators, to conduct the collection of facts and ideas, to provide guidance and promote the development of other theories and to provide an explanation and description of the nature of administration. The traditional science of behavior has got assumptions that include: • That theory is a hypothetical-deductive arrangement which means that the theory consists of set of general claims. • Empirical tests justify every claim which can be confirmed or not. The tests ensure that the theories considered involving evident consequences. The theories are confirmed if they have observable facts and if otherwise, the theories are disconfirmed. • The definitions involve all the required operations. Operational definitions are essential in order for the statements to be testable. • The theory excludes ethics. The education system has led to underachievement because of the principles and assumptions that are constitutive to the system of education. The assumptions include; Assumptions about the learning process- there are various assumptions concerning the concepts of teaching and learning where according to tradition, it transmits knowledge to pupils who are passive. This has affected the motivation of young adults who are anxious instead of joyful about the learning they receive. Assumptions about the educational institutions- schools and colleges are viewed as institutions enclosed and their control is from the professional communities that surround the institution. Strategies have been formulated that will help in the reforming of the education system. One strategy aims at promoting the idea of the governed market, and the other aims at analyzing the professionals and members (Strain, 1998, p. 111). The analysis aims to revive the motivation of individuals involved in the system. Natural and scientific approaches to the justification of the theory in the administration of education are a long term issue that must be developed and defended. Organizational learning theory Organizational learning theory consists of system-structural and interpretive aspects of which both have been given consideration. System-structural aspect includes the structures and systems that enable an organization to make decisions. The interpretive aspect consists of the meanings which data and information are assigned. Organizational learning theory covers the social, technical and structural systems. Organizational learning involves learning done by individuals in the organization. The organization itself is the venue through which the learning takes place (Fauske & Raybould, 2005). An example of this is the school environment. Organizations especially the example I am conversant with, encourage individual learning through recruiting qualified persons, establishing mandatory learning, which ensures that careers are advanced. The individuals can also be encouraged to learn through motivations, internalizing the organization's mission and vision, rewarding those who succeed and so on. Organizational learning is influenced by a number of elements namely; the ease at which new routines are learnt, the difficulty at which new conceptual frameworks are learnt, uncertainty and unpredictability, priority at which learning in the organization is decreed and consistency and breadth of distributing information. Individual learning involves the storage, retrieval, transformation and application of information stored in the individual’s memory (Fauske & Raybould, 2005). Mental models are those that activate memories as well as responses used in the resolution of problems. Mental models and memories can be used collectively in the organization, and they form the basis for action by groups or individuals. The memories and mental models can also be shared to those who join the organization. By so doing, the new staff can devise new methods and ways of problem solving. Learning organization involves learning that takes place in the organization as a whole. It can also be called collective learning (Fauske & Raybould, 2005). It is useful for the development of mental models and organizational memories. The growth of group culture is influenced by the shared routines and frameworks of the involved parties. These in turn, result to the influence of the vision and culture of the whole organization. A learning organization can be modeled through the use of graph theory. A graph is used because of the presence of nodes and paths that can be used to represent individuals in an organization. The nodes are individuals, and the paths are the communication lines between the individuals. An example is a study carried out in an elementary school. The aim of the study is provision of an insight into the evolution of mental models and the influence they have on organizational learning. The forms of data collection used were observations and interviews with the teachers, principal and students. When analyzing mental models, some steps are followed, these include: Identification and description of the behaviors of the teachers involved, isolation of the teachers in terms of their values, beliefs and routines, identification of the shared structures and routines, classification of the shared structures and routines into topics and sub-topics and Interpretation of findings. Grounded theory is the one being utilized in the school because of the structures and routines shared. Grounded theory has a goal of formulating hypothesis based on theoretical ideas. It also aims to identify the concerns of teachers, students and parents and their effort in trying to resolve them. The findings were that the teachers had individual mental models which included frameworks and routine. The individual models were specific, varied and complex. The teachers all geared their efforts towards organizational change and how they would adapt to the changes. The individual mental models formed the basis through which shared mental models were developed. The teachers decided to talk to the parents concerning the introduction of technology into the education system of school. The study led to the identification of shared learning among the teachers. It also led to the discovery of the implications that the organizational change had brought into the school. It also provided an insight into the relationship that organizational learning theory has with individual learning theory. The way information was distributed in the school indicated the presence of organizational learning. Organizational theories are essential in the planning of education programs. Education leaders benefit from the theories because they understand and interact better with the environment in which they work. Education systems can be improved through the use of organizational development strategy which makes them more receptive to change, self- renewing and self-correcting (Kowalski, 1988, p. 69). Organizational theory enables the school management to understand behavior inherent in the students and staff which can sometimes become a hindrance to the development of the schools. An education system should be developed having in mind the organization dynamics. The school organization and management have been influenced by three theories, namely; Open systems theory, human relations theory and classical theory. The classical theory consists of bureaucratic and scientific management theories. Theories are essential in a school setting because they guide educational administrators in making choices. Theories provide a framework with which understanding, prediction, and controlling the behavior of individuals in the organization is achieved. Theories enable the advancement of knowledge in a field of interest. The functions of theories include, identifying phenomena that are relevant, classifying the phenomena, development of constructs, providing a summary of the phenomena, phenomena prediction and revealing the needed research. Bureaucratic organizational model This is a classical theory formulated by Max Weber. The model consists of a hierarchy where authority is separated, division of labor, recruitment of personnel who have technical knowledge, organizational and personal property separation and rules and regulations that guide actions and the way decisions are made. The model ensures that decisions are made and facilitated in an efficient manner. This model however, has been subject to criticisms on the basis that the hierarchy of authority can lead to low adherence to rules and rigidity. When individual needs and relationships are not put into consideration, this can lead to low morale and alienation. Bureaucratic theory in schools means that the handbooks, rules and regulations of teachers and students are used to set goals as well as provide punishment to offenders. The decision maker is the school’s administrator who also has broad expertise. Administrative success is ensured through understanding bureaucracy (Chance & Chance, 2002, p. 37). By so doing, the behaviors of the organization’s population is understood. It also enables the school leaders to know utilize regulations and when they can appeal to their fairness and emotions. The theory provides the leader with tools that are necessary for the achievement of maximum benefits inbuilt in the bureaucratic structure. If a leader does not pay attention to the bureaucracy functions and how to deal with it, the leader may be subjected to limited and frustrating career. Bureaucratic theories are essential for school leaders because: • They help them to better comprehend the formal organization. • They help the educational leaders in effective and efficient resolution of problems. This enables the leaders to lead the school in a better way for the benefit of the students. • They provide an understanding into the reasons why people respond differently to certain situations. This provides knowledge that will make the system work for the good of both the students and the school leader. • They enable the leaders to understand the roles of bureaucracy and its functional and dysfunctional features. • They give an insight into the school’s social system. Open systems theory They provide an analysis of the organization in general. The theory recognizes the fact that personnel of an organization depend on one another. It also recognizes the impact that the environment has on the structure and functions of the organization. It provides a theoretical framework from which organizational behavior can be viewed. Open systems are those that view an organization as containing individuals who belong to departments or groups (Morgan, 2006, p. 39). An organization is viewed as a system that consists of sub systems that include social, technical and power sub systems. An open systems framework depicts a school system as having operations divided into categories such as inputs, transformation process and outputs. The framework provides a way through which school operations are analyzed. It provides a means through which problems are quickly and accurately diagnosed and the administration’s effort to introduce change into the school system. Human relations theory This is an approach that is the most considered among students and social workers who value human interaction. The social factor is vital in ensuring maximum productivity in an organization (Hutchison, 2003, p. 483). The theory emphasizes the significance that the human factor has in the organization. It does not take into account the hierarchy for of authority but rather a group oriented management style. The students and teachers work together towards the achievement of goals. A systems view of the school administration A school’s operations are divided into categories such as inputs, transformation process and outputs. Inputs include personnel, financing and knowledge or theory provided for the school setting. Students, teachers and the community expect the school system to provide the needed material that will enable learning and provision of quality education in the institution (Lunenburg & Ornstein, 2007, p. 31). All groups have different desires about the system, and hence the school administrators should be able to integrate all these so that they can come up with an action that is viable. Transformation process: this involves the conversion of the inputs into outputs with an added value. The process includes operations carried out within the organization, and the system of management that ensure operations are carried out appropriately. Management here includes the administrators of the school involved in decision making. The school administrators perform activities that will eventually affect the outputs of the organization. Outputs: the school administrators provide protection to the outputs obtained. The security is achieved through such activities as structure provision, culture development, motivation, leading developing curriculum and so on (Lunenburg & Ornstein, 2007, p. 32). Organizations and schools exist in an institutional structure that defines the operations involved. Institutional theory was developed because most organizations did not fit in the rational system that was in existence. Organizations can fulfill their purposes like the way natural systems did when making Institutional theory more appropriate. Culture and educational administration Organizational culture describes the fundamental nature of that organization. Culture has a tie to the traditions and history of the organization. There are several dimensions that describe the culture of a school setting. These are organization’s history, beliefs and values of the organization, stories and myths used make an explanation of the organization, cultural customs of the organization, ceremonies, rituals and traditions that characterize the organization and organization’s heroes and heroines (Lunenburg & Ornstein, 2007, p. 65). A school that is healthy is one characterized by harmony between the teachers, students and parents who work together towards the achievement of success. This is shown in the example of elementary school, which portrays a functioning harmonious environment despite the cultural differences that exist. The culture of a school is influenced and impacted by other elements such as facilities, purpose, leadership, structural organization, and the sub-cultures that exist within the organization. An example is the way teachers are separated according to disciplines and each department can come up with its own sub-culture. Educational leaders have the ability to influence the identification as well as the collaboration between various sub-cultures. This is possible through manipulation of the organizational structure, procedures, and providing a chance for dialogue among the students, staff, parents and stakeholders of the school. Organizational theorists have a structural- functionalist view about the relationships that are in existence between the organizations and their environments. Their effort is geared towards guidelines, and their approach to knowledge is from an objectivist perspective. In educational administration, structural functionalists view as legitimate the social order and the institutions that exist. Their main aim is to improve the operations of education (Capper, 1993, p. 10). They recognize the organization, roles and the nature of the societal context served by schools. Their interest is in understanding how institutions operate efficiently and smoothly. They assume that some forms of injustices can be resolved while maintaining the originality of the existing systems. A teacher will respect other cultures only if they are trained which in turn allows them to have an in-depth examination of culture. Teachers should conduct a thorough understanding of the history of different cultures. They should determine the difficulties faced by cultures when being confronted by those cultures that are dominant (Roberts, 1976, p. 65). Cultural negativism is not appropriate for students as it could result in poor teaching meaning that students learn little. The training to teachers exposes them to a wider knowledge base which may not be applicable to any classroom setting. Organizational structures: The structures of schools give an insight into the concepts of organizational leadership and behavior. Organizational theory scholars have tried to classify the common properties shared by organizational systems. Schools have a strong tie to the culture in which the carry out their activities. This means that the structure of schools as organizations is influenced by historical roots. Leaders of education should have an understanding that the schools that are managing are transitioning organizations. The elementary school that is the organization discussed in this study consists of students from different cultures. The exact cultures influence the way the school is run because of the frequent changes that are experienced in the school. Power distribution is in the form of a hierarchy where the principal is the highest in the hierarchy. The degrees of power are then distributed down to the lowest level which is occupied by the students. People in an organization can act in accordance with their own will but the organization structure restricts them from performing whatever they please. The study of organizational structures is necessary for educational leaders because: • It enables the leaders to analyze the structural components of a school setting in terms of the operations, specializations and the relationships that emerge. • It enables the leaders to align the functions, purposes and goals of the organization with the larger, societal and cultural values, goals and norms (Chance, L & Chance W 2002 p. 13). • It enables them to have an influence to the culture as well as the climate of the school through the employment of the organizational structures, mechanisms and procedures. • It provides them with the ability to utilize the leadership power in a way that match the aspirations and principles of the school as an educational system. Critical theory in educational administration Critical theory pays attention to the practices, structures and social relations that exist in the organization (May & Mumby, 2005, p. 270). It seeks to provide a better understanding of the relationships between conflict, language and power which have a link to the cultural practices in the organization. It also includes the production of identity, knowledge and decision making. Critical theory provides a notion that organizations are socially made systems of power and dominance (Sias, 2009, p. 118). Critical theory organizes organizations or work places in terms of technical rationality, consent, reification and managerial bias. Critical theory criticizes traditional science of educational administration, because of the fact that traditional science ignores the power issue which is crucial in the leadership of an organization. The recognition of power means that the organization takes into consideration the ethics that come with it. Critical theorists have a belief that the only legitimate knowledge is the scientific knowledge. Scientific knowledge is the ability to control and participate in the manipulation of the environment. The structures and reforms of administration have a requirement to overcome the influences that cause communication to be distorted. This is achieved through the organization of democratic rights and promotion of education, and getting rid of the issues that distort interests of a people. Critical theory shifted to postmodernism over years. Critical theory has managed to live on in the form of common critique. It provides an analysis of policy and practice depending on the interests being scrutinized. Social justice becomes the background at which the analysis is based. From the organization’s point of view, the school setting provides a clear understanding of the difference between economic and political spheres. The school administration should be able to identify and address issues such as freedom, equality and human justice that exist in a school setting. The school administrators should be able to provide, and study administration so that they develop an understanding of how social relations are influenced by the structures of an organization. Changes have occurred that have developed with critical theory. The advancements include a change that will enable the creation of a democratic community and one which allows participation. It provides all persons a chance to express their thoughts and discourages dominance by one group over the other. Educational administration has an influence by the administrative theory. Educational administration is characterized using theories that help in the explanation and prediction of the phenomenon in an educational setting. Conclusion Theories are essential in the provision of a reality structure. They provide an effective tool necessary for the planning of education program. The tool enables leaders to make better informed decisions . Better decisions are made when leaders apply the organizational theory into the real world. If the leaders do not apply the theories in their management, they will not be able to direct the education’s future. Organizational dynamics need to be understood so that theories are applied in practice appropriately. The school administration should consider a number of issues; that leadership should be communal and shared, and the expertise of the institution should also be distributed equally. The cultural diversities in schools should be recognized and some significance accorded to it rather than viewing it as an obstacle. Participation should be encouraged where parents, students, teachers, and cultures should be allowed to mingle and participate in the attainment of the objectives and goals of the institution. Schools should be aware of the society that surrounds them as well as their practices. They should understand the structures and practices that should be incorporated for the attainment of goals. Individual learning forms the basis for group and learning organization. Both shared and individual mental models are closely connected but, they are subject to change. Organizational structures provide an understanding of the organization theory and the practical use of the hypotheses in the leadership and administration of schools. References Agarwal, R.D. (1983). Organization and management. New York: Tata McGraw-Hill Education. Capper, A. (1993). Educational administration in a pluralistic society. New York: SUNY Press. Chance, L & Chance W. (2002). Introduction to educational leadership & organizational behavior: theory into practice School leadership library. Glens Falls City: Eye on Education. Dole, S. (2007). Professional development time: A longitudinal study of the implementation of daily teacher collaboration. Sunnyvale, CA: ProQuest English, F. (2002). 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