1 / 48

General Systems Theory

General Systems Theory. Biologically speaking What is an organism? An integrated system of interdependent structures and functions. Organization. An organization is an integrated system of interdependent structures and functions. General Systems Theory.

guadalupek
Télécharger la présentation

General Systems Theory

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. General Systems Theory • Biologically speaking • What is an organism? • An integrated system of interdependent structures and functions

  2. Organization • An organization is an integrated system of interdependent structures and functions

  3. General Systems Theory • An organization is constituted of groups and a group consists of persons who must work in harmony. Each person must know what the others are doing. Each one must be capable of receiving messages and must be sufficiently disciplined to obey. . . . F.K. Berrian • Two central concepts: subsystems and multiple causation.

  4. Peter Senge and The Fifth Discipline • Peter Senge wrote a popular book in 1990 titled, The Fifth Discipline: The Art and Practice of the Learning Organization. • The five disciplines are: personal mastery, mental models, team learning, shared vision, and systems thinking. • The fifth discipline, Systems Thinking, is essential for integrating the other four disciplines in making the organization effective.

  5. School • A school is an integrated system of interdependent structures and functions.

  6. Organization • An organization (school) is constituted of groups and a group consists of persons who must work in harmony.

  7. Types of Systems • Open - • Interact with their environment • Maintain a steady state • Are self-regulating • Closed - do not Interact with their environment

  8. Are schools open or closed systems? • Inputs from society • Educational process • Outputs to society

  9. Are schools open or closed systems? • Knowledge, Values, Goals, Money • Curriculum & Instruction • Graduates

  10. Linear Model • Is this how things really happen? • Does the Educational process ever effect the inputs? • Do the outputs ever effect the inputs?

  11. For schools, we define closed systems as those organizations that tend to limit the influence of the community and tend to proceed as though unrelated to the larger real world in which they exist.

  12. Daniel Griffiths • The organization(System) exists in an environment (Suprasystem) having within it an administrative apparatus ( subsystem)

  13. Administration: Subsystem Organization: System Environment: Suprasystem

  14. School School District Community

  15. Department School Community

  16. Where does the individual fit in? • The individual is functioning in the organization not only as an individual but also as one who occupies a certain role within the social system in the organization.

  17. Where does the individual fit in? • The individual is functioning in the organization not only as an individual but also as a teacher within the department in the School.

  18. The Culture The Organization The Work Group The Role The Individual or Self

  19. The Community The School The Department The Teacher The Individual or Self

  20. The individual shapes his/her role and is also shaped by it.

  21. Role Theory • The dynamic interaction of people with varying psychological makeups in the organizational setting is the domain of role theory.

  22. Useful Terms • Role – Expectations of behavior held by the individual and others • Role description – Actual behavior of the role incumbent • Role Prescription - Behavioral norm of what is expected • Role Expectation – the expectations that one individual has for the behavior of others

  23. Role Perception – the perception that an individual holds for another’s perception about his/her role expectation • Manifest Role – The obvious and prime role of an individual • Latent Role – A role that is not expressed at a given time

  24. Can lead to role conflict • Two people are unable to establish a satisfactory or reciprocal relationship. • Role expectations may conflict with the personality needs of the role incumbent.

  25. Role Ambiguity – role prescription contains contradictory elements or is vague

  26. Role Set - can be described in graphic terms which includes all players important to the role perception and role expectations of any particular role.

  27. Superordinate 1 Superordinate 2 Pivotal role player

  28. Superordinate 1 Superordinate 2 Colleague 1 Pivotal role player Colleague 2 Subordinate 2 Subordinate 1 Subordinate 3

  29. Getzels and Guba • We conceive of the social system as involving two major classes of phenomena, which are conceptually independent and phenomenally interactive.

  30. Getzels and Guba • There are, first, institutions with certain roles and expectations that will fulfill the goals of the system.

  31. Getzels and Guba • Second, inhabiting the system are the individuals with certain personalities and need-dispositions, whose interactions comprise what we generally call “social behavior.”

  32. ORGANIZATIONAL (Nomothetic) DIMENSION Institution Role Expectation Social System Observed Behavior Individual Personality Need-Disposition PERSONAL (Idiographic)DIMENSION

  33. B = f(R x P) Where B = observed behavior R = institutional role, and P = personality of the role incumbent

  34. b Role Personality a

  35. b Role Personality a Army Private Artist

  36. Getzels & Thelen

  37. Equilibrium - Needs of the organization and those of the Individual • Schmidt ($1.15 for 12.5 tons - $1.85 for 47.5 tons) • Collective bargaining • Homeostasis - Schools adapt and deal effectively with changes in the environment • Feedback - Circular pattern of information

  38. Role Related to Social Systems Theory (continued) • Changes in the environment stimulate a reaction that is either static or dynamic: • In Static reactions, the organization responds to maintain status quo. • Dynamic equilibrium is characterized by subsystem changes to steady the system (i.e., homeostasis).

  39. Role Related to Social Systems Theory (continued) • Systems that do not have sensitive antennae picking up accurate feedback information or that do not provide information to decision makers, find it difficult to react appropriately to environmental changes. • Such systems tend to be in a static, rather than in a dynamic, equilibrium with their environments. They tend to lack the self-correcting, homeostatic processes essential to maintaining themselves in environments characterized by change. • These organizations will decline over time.

  40. Why did so many high schools adopt block scheduling? • Reaction to feedback • 1. Too many topics to concentrate on at one time • 2. Some lessons require more than 45 min class • 3. Students are carrying too many books • 4. Too much homework

  41. What do you need to do to effectively implement block scheduling? Technology Curriculum Materials People Buy in Abilities Training needs • Structure • Schedule • Facilities • Contract • Task • Teach for 90 min • Staff Development

  42. Sociotechnical Systems Theory • A change in one subsystem will affect the other subsystems. Owens and Steinhoff

  43. Contingency Theory • Different beliefs in organizational theory, such as classical, human relations, or human resources, will lead to competing advocacy positions. • None of the three approaches is superior in all situations. - Do you agree?

  44. Contingency Theory (continued) • Organizational structure and management methods can be identified as being most effective under specific situational contingencies. • Three basic propositions underlie the contingency approach to organizational behavior in schools: • There is no one best universal way to organize and administer school districts or schools. • Not all ways of organizing and administering are equally effective in a given situation: effectiveness is contingent upon appropriateness of the design or style to the situation. • The selection of organizational design and administrative style should be based on careful analysis of significant contingencies in the situation.

  45. Contingency Theory (continued) • Organizations that deal successfully with uncertain environments tend to differentiate internally more than less successful organizations do; yet they are able to maintain high levels of integration between the various subunits. • New technological developments, typically developed externally, of every description tend to alter the contingencies that affect the internal arrangements of the school. • The school system or school, as a sociotechnical system, is in constant dynamic interaction with the larger external environment in which it exists.

  46. THE QUESTION • What style will likely yield the most productive behavior (in terms of achieving organizational goals) from subordinates in this situation? • Different administrative styles will evoke predictably different responses from individuals

  47. The Effective Leader • Is able to match leadership style to the contingencies of the situation in order to achieve the behavior on the part of subordinates that will contribute most to achieving the goals of the school district or the school.

  48. Research indicates that the most effective organizations are those in which human resources leadership is prime.

More Related