Transcript Chapter 5 The Human Dimension of Organization

The Human Dimension of
Organization
Dr. Len Elovitz
Chapters 3 &4 in Hoy and Kiskel
The Human Dimension of
Organization
 Emphasizes the shift from a traditional
structural approach to an emphasis on
improving the organization from the bottom
up.
 By building human capital, the organization
becomes more effective as individuals and
groups increase their capabilities.
Educational Organizations as Loosely
Coupled Systems
 Karl Weick and James G. March indicated that
educational organizations were not composed
of hierarchical units as in a true bureaucracies,
but are loosely coupled systems.
 Loosely coupled systems—subsystems in the
organization are related to one another, but
maintain their own identity and autonomy (e.g.,
the child study team).
Copyright © Allyn & Bacon 2007
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Educational Organizations as Dual
Systems
 John Meyer and Brian Rowan’s important
study early 1980s confirmed the concept of
loose coupling.
 Dual systems include:
 Loosely coupled system over instruction.
 Tightly coupled system over noninstruction
(transportation, pay etc).
Copyright © Allyn & Bacon 2007
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Educational Organizations as Dual
Systems (continued)
 Administrators have control over instruction via
bureaucratic means:
 The control of time, e.g., scheduling of teachers
and students.
 The assignment of students to classes.
 Grouping.
 Control of resources.
 In recent years, since NCLB, studies show that
schools are exerting considerable control over
instruction. - Neoscientific
Copyright © Allyn & Bacon 2007
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Building Human Capital
 Human Capital: the knowledge, skills,
attitudes, and social skills of
employees.
 Education is an investment in human
capital.
Copyright © Allyn & Bacon 2007
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 People should be managed so that their
skills, attitude and knowledge develop,
improve and increase over time rather
than level off or decline.
 This process develops and increases the
value of the organization’s human
resources and, hence, builds human
capital.
Copyright © Allyn & Bacon 2007
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Human Resources are Valuable
 Should be thought of and treated as
assets
 What do you expect of assets over
time?
Appreciate – gain in value
 What is thought of teachers over time?
Depreciate – lose value
Copyright © Allyn & Bacon 2007
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Human Resources as Assets
 Many organizational problems stem from a
negative climate, such as low morale or inadequate
effort.
 Human resources accounting attempts to quantify
human attitudes, motivation, and work behavior.
 It is commonplace to assume that human resources
decline in value over time, e.g., teacher burnout.
 Researchers have shown that by facilitating
personal and professional growth, human resources
improve over time.
Copyright © Allyn & Bacon 2007
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 “… it is more likely that in a supportive
organizational environment, one that facilitates
continuous personal growth and professional
fulfillment, teachers turn out to be increasingly
effective over the course of time. This
fortuitous state of affairs is ordinarily found to
exist in schools that are described as highly
effective. Creating such a growth-enhancing
organizational environment is the responsibility
of those in charge of the schools, namely,
school administrators. It is the process through
which one builds human capital in schools.”
Copyright © Allyn & Bacon 2007
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The Dark Side of Leadership
 Studies by Joseph and Jo Blase show that some school
leaders abuse or bully teachers.
 Examples
 National Association of Prevention of Teacher Abuse
reported over 1,000 members in 2010.
 www.endteacherabuse.org
 Are teachers being vilified in NJ?
Human Resources Development
 Human resources are the most important resources
in any organization.
 Human capital is a term applied to the ability of
workers to perform job tasks.
 Organizations become more effective in meeting
their goals when they invest in human capital
through professional development.
Professional Development
 Student learning can be enhanced by
improving the knowledge and skills of
teachers
 One-shot in-service workshops –
Pigeons
Buffet
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Professional Development
 Linda Darling-Hammond has shown that teacher
preparation, certification, and professional development are
strong correlates to student performance.
 Title II of NCLB provides grants for improvement of
human resources.
National Staff Development
Council Standards
 Rooted in practice
 Research based
 Collaborative
 Long term
 Aimed at instructional improvement
 Aligned with standards and assessments
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Professional Development:
is sustained over time
is based on adult learning theory
includes inside and outside experiences
can be job embedded
encourages risk taking, creativity and
assessment
Roxbury
 Curriculum of Teaching I
 Summer and first semester
 Curriculum of Teaching II
 Courses taught by administrators and
teachers
 Implementation phase
 Baby steps
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The Kirkpatrick Model of
Training Evaluation
 Level 1 Evaluation—Reaction
 Level 2 Evaluation—Learning
 Level 3 Evaluation—Behavior
 Level 4 Evaluation—Results
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