2

Organizational Structure distribute or

post, Focusing Questions

1. What is organizational structure? 2. What are the key elements of organizational structure, and how do they function in schools? copy, 3. How does bureaucracy influence approaches to organizational structure in schools? 4. How do participatory managementnot models influence organizational structure in schools? 5. Can school administrators use alternative models ofDo organizational structure to improve the operation of schools? 6. How can school administrators use social systems theory to better understand how schools function? CHAPTER 2 Organizational Structure 33

In this chapter, we attempt to answer these questions concerning organizational struc- ture in schools. We begin our discussion by examining the key elements of organiza- tional structure: job specialization, departmentalization, chain of command, authority and responsibility, centralization/decentralization, line and staff authority, and span of control. We then discuss the bureaucratic model of organizational structure, characteris- tics, and dysfunctions. Next, we examine the participatory management model, includ- ing McGregor’s Theory X and Theory Y, Argyris’s immaturity–maturity continuum, Likert’s System 4 organization, Sergiovanni’s moral leadership, school-based management, and Bolman and Deal’s four-frame model. We then describe three alternative models of organizational structure: Etzioni’s compliance theory, Hage’s mechanistic-organic orga- nizations, and Mintzberg’s strategy-structure typology. We conclude the chapter with a discussion of the school as a social system using several of Getzel’s models.

What Is Organizational Structure? to organize them into distinct units. Examples of job specialization aredistribute the division of the school into ele- Organizational structure provides a framework for verti- mentary, middle, and high school units; the distinction cal control and horizontal coordination of the organization. between administrative and teaching functions; and the There are seven key elements that school administrators variety ofor position certificates required by the fifty state need to address when they design their organization’s departments of education, including superintendent, structure: job specialization, departmentalization, chain business manager, principal, supervisor, teaching spe- of command, authority and responsibility, centralization/ cialties, and many other support staff, including secre- decentralization, line and staff authority, and span of con- taries, food service personnel, maintenance workers, bus trol. We present each of these key elements as an answer drivers, and the like. to an important structural question (see Table 2—1). Specialization is a key organizing concept for several post,reasons. First, repetition improves skill. By performing Job Specialization the same task repeatedly, the employee gains expertise and thus increases productivity. Second, wage econom- A basic concept of organizational structure is to divide ics may also arise through the development of vari- the work to be accomplished into specialized tasks and ous employee levels. Complex jobs can be staffed with

TABLE 2—1 Key Designcopy, Questions and Answers for Designing an Organization’s Structure

Key Design Question The Answer Is Provided by 1. To what degreenot are activities subdivided into separate jobs? Job specialization 2. On what basis will jobs be grouped together? Departmentalization

3. To whom do individuals and groups report? Chain of command Do4. What is the framework for providing direction and control? Authority and responsibility 5. Where does decision-making authority lie? Centralization/decentralization

6. What type of authority flows in a direct line in the chain of command, and what type Line and staff authority flows to line personnel in the form of advice?

7. How many people can an administrator efficiently and effectively direct? Span of control 34 PART I Fundamental Principles and Concepts skilled personnel, and simple tasks with unskilled labor. or department heads need to be familiar with only a rela- Third, whenever a sufficient volume of routine work is tively narrow set of skills. Functional departments at the isolated, mechanization becomes a possibility; using central office can use a school district’s resources more computers for office work is an example. Finally, job efficiently because a department’s activity does not have specialization allows a variety of tasks to be performed to be repeated across several school district divisions. simultaneously. For example, in a school, budgeting, On the other hand, functional departmentalization has counseling, typing, preparing lunch, and teaching can certain disadvantages. Personnel can develop overly be performed concurrently by different people. narrow and technical viewpoints that lose sight of the Despite the advantages, however, schools can overdo total system perspective, communication and coordina- job specialization. When carried to extremes, job spe- tion across departments can be difficult, and conflicts cialization can lead to fatigue, monotony, boredom, often emerge as each department or unit attempts to and job dissatisfaction, which can result in absentee- protect its own area of authority and responsibility. ism, turnover, and a decrease in the quality of work performed. To counter these problems, school admin- Chain of Command istrators have begun to search for alternatives that will maintain the positive benefits of job specialization. Chain of command, concerned with the flow of author- The three most common alternatives to job spe- ity and responsibility within an organization, is associated cialization are job rotation, job enlargement, and job with two underlying principles. Unity of command means enrichment (Herzberg, 2009). Job rotation involves sys- that a subordinate is accountable to only one person—the tematically moving employees from one job to another. person from whom they receivedistribute authority and responsibil- In large school districts, principals are often rotated ity. The scalar principle means that authority and respon- between schools every five years. Job enlargement adds sibility should flow in a direct line vertically from top breadth to a job by increasing the number and variety management to the orlowest level. It establishes the division of activities performed by an employee. Job enrichment of work in the organization in hierarchical form. adds depth to a job by adding “administrative” activities Although organizations differ in the degree of their (decision making, staffing, budgeting, reporting) to an vertical divisions of work and the extent to which it is employee’s responsibilities. formalized, they all exhibit aspects of this characteristic. For example, in the military, the vertical specialization is Departmentalization post,established by specific definitions of roles for the various positions, and there are definite status differences among Departmentalization, the organization-wide division levels. Within the officer ranks in the army, there is a dis- of work, permits the organization to realize the ben- tinct difference of role and status in the hierarchy from efits of job specialization and to coordinate the activi- second lieutenant to general. In the university, there is a ties of the component parts. School districts may be hierarchy within the professional ranks: instructor, assis- broadly divided into divisions of instruction, business, tant professor, associate professor, and full professor. In personnel, and research and development.copy, Further sub- the school district organization, there are vertical differ- dividing of a division such as instruction may produce entiations of positions ranging from teachers to depart- departments responsible for specific subjects, such ment heads, principals, directors, and superintendents. as English, social studies, mathematics, and science. These levels are typically well defined, with differences in Departments—­frequently labeled divisions, building role and status for the various positions. units, departments, or teams—oftennot indicate hierarchi- cal relationships. Thus, an assistant superintendent may Authority and Responsibility lead a division; a principal, a building unit; a depart- ment head, an academic department within a building Authority is the right to make decisions and direct the unit; and aDo teacher, a grade-level team in a school. work of others. It is an important concept in organiza- The most common grouping in schools is by func- tional structure because administrators and other per- tion. Functional departmentalization offers a number of sonnel must be authorized to carry out jobs to which advantages. Because people who perform similar func- they are assigned. Furthermore, authority and respon- tions work together, each department can be staffed by sibility should be linked; that is, responsibility for the experts in that functional area. Decision making and execution of work must be accompanied by the author- coordination are easier, because division administrators ity to accomplish the job. CHAPTER 2 Organizational Structure 35

In a school district, authority stems from the school not whether a school or school district should be decen- board. This body then delegates to the superinten- tralized but to what extent it should be decentralized. dent of schools the authority necessary to administer the school district. As authority is delegated further, it Line and Staff Authority becomes narrower in scope. Each succeedingly lower- level occupant has narrower limits on her areas of legiti- Another way to view organizational structure is as line mate authority. This view of authority and responsibility and staff authority. Line authority is that relationship provides the framework for legitimizing organizational in which a superior exercises direct supervision over a hierarchy and provides the basis for direction and subordinate—an authority relationship in a direct line control. in the chain of command. Line authority relates specifi- cally to the unity of command principle and the scalar Centralization/Decentralization principle. For example, line administrators such as the superintendent, assistant superintendent, directors of Delegation of authority between a superior and a subor- elementary and secondary education, and principals dinate is a way of sharing power. The cumulative effect have authority to issue orders to their subordinates. of all these superordinate–subordinate empowerment Thus, the superintendent can order the assistant super- practices can have a dramatic impact on the overall intendent of instruction to implement a curriculum organization. If administrators in a school district tend change, and the assistant superintendent in turn can to delegate considerable authority and responsibility, order the directorsdistribute of elementary and secondary edu- more decisions are made at lower levels in the organiza- cation to do the same, and so on down the chain of tion. Subordinates in such districts possess considerable command. influence in the overall operation of the school district. Staffor authority is advisory in nature. The function of In these cases, the organization follows an administra- personnel in a staff position is to create, develop, collect, tive philosophy of decentralization. On the other hand, and analyze information, which flows to line person- when school administrators retain most of the author- nel in the form of advice. Staff personnel do not pos- ity, depending on subordinates to implement decisions sess the legitimate authority to implement this advice. only, the organization is practicing centralization. Familiar examples of staff positions are “assistant to the Centralization and decentralization represent opposite superintendent” or “legal counsel.” The legal counsel is ends of a continuum. That is, authority is delegatedpost, to a not expected to contribute to school district outcomes. relatively small or large degree in the organization. Instead, they answer questions from and provide advice Should organizations centralize or decentralize? to the superintendent concerning legal matters that In the United States and Canada, the trend has been confront the school district. The assistant to the super- toward greater decentralization of organizations (Daft, intendent might be involved in such activities as com- 2016). Decentralization is said to have the following puter programming, preparing enrollment projections, advantages: It makes greater use of human resources, or conducting special studies that flow to the superin- unburdens top-level administrators,copy, ensures that deci- tendent requiring information or advice. Staff positions sions are made close to the firing line by personnel with are represented by dashed lines in organizational charts, technical knowledge, and permits more rapid response implying that school district staff personnel communi- to external changes (Lunenburg, 2007). These advan- cate and advise line administrators. tages are so compelling that it is tempting to think of decentralizationnot as “good” and centralization as “bad.” Span of Control But total decentralization, with no coordination from the top, would be undesirable. The very purpose of Span of control refers to the number of subordinates organization—efficient integration of subunits for the reporting directly to a supervisor. Is there an ideal span Dogood of the whole—would be diminished without some of control? There is no agreement regarding what is the centralized control. Even in very decentralized school best span of control. The most widely used criteria on districts, top administrators such as superintendents this point suggest that spans can be larger at lower lev- retain a number of decisions: setting overall goals, stra- els in an organization than at higher levels (Lunenburg, tegic planning, school district policy formulation, bar- 2007). Because subordinates in lower-level positions gaining with unions, and development of financial and typically perform much more routine activities, sub- accounting systems. The question for school leaders is ordinates can be effectively supervised at lower levels. 36 PART I Fundamental Principles and Concepts

In practice, larger spans are often found at lower levels the same time, this unofficial position does not result in in organizations. Elementary schools, for example, are another cumbersome layer of administration. characterized by very large spans, with as many as fifty or Figure 2—1, highlighting each basic concept of more teachers reporting to one principal. In such organi- organizational structure, illustrates how these key con- zations, there is a tendency to assign team leaders within cepts function in a school setting and are the founda- a school. These team leaders (teachers) report to the tion for most structure decisions. In practice, one can school principal, and may not be officially legitimized as observe these structural dimensions in most organiza- a layer of administration within the school. The “infor- tions. In theory, most scholars recommend a flattening mal” team leader approach permits a principal to expand pyramid, but unfortunately, this is not happening in the number of teachers they can effectively supervise. At practice in most school districts.

FIGURE 2—1 An Organizational Structure for a Hypothetical School District

Superintendent Span of Management (Two staff personnel and four line personnel) Superintendent distribute

Assistant to the Legal Counsel Superintendent or Departmental Designations

Assistant Assistant Assistant Assistant Superintendent Superintendent Superintendent post,Superintendent of Research and of Personnel of Instruction of Business Development

Director of Director of

Chain of Command Grants and Staff Personnel Accountants copy, Development Director Director Elementary Secondary not Education Education Elementary Secondary Principals Principals Do Elementary Secondary Teachers Teachers

Division of Labor (Horizontal) CHAPTER 2 Organizational Structure 37

The Bureaucratic Model regarding Weber’s concept of the ideal bureaucracy. Although few “pure” bureaucracies exist today, almost Today the term bureaucracy has a negative connota- all organizations have some elements of bureaucracy tion. We tend to associate bureaucracy with rigidity, within their structure. meaningless rules, red tape, paperwork, and inefficiency. In fact, there is almost no evil that has not, at some Bureaucratic Dysfunctions point, been attributed to bureaucracy. The pioneering work on bureaucracy is credited to In a period of increasing demands for accountabil- the famous German sociologist Max Weber, who made ity, demographic changes in school population, and a comparative study of many organizations existing economic crisis, most schools are being forced to at the turn of the twentieth century. From his study, examine their fundamental structural assumptions. Weber (1947) evolved the concept of bureaucracy as an Bureaucracy—the basic infrastructure of schools ideal form of organizational structure. in the industrial world—may be ill-suited to the demands of our postindustrial, demographically diverse Bureaucratic Characteristics ­information-age society (Lunenburg, 2010b, 2017). Bureaucratic characteristics not only are being viewed According to Weber (1947), the ideal bureaucracy pos- as less than useful but also are considered to be harm- sesses the following characteristics: ful. Some of these built-in dysfunctions of bureaucracy include the following. •• distribute Division of Labor. Divide all tasks into highly Division of Labor and Specialization specialized jobs. Give each jobholder the authority necessary to perform these duties. A high degree of division of labor can reduce staff initiative.or As jobs become narrower in scope and well •• Rules. Perform each task according to a defined by procedures, individuals sacrifice autonomy consistent system of abstract rules. This practice and independence. Although specialization can lead to helps ensure that task performance is uniform. increased productivity and efficiency, it can also create •• Hierarchy of Authority. Arrange all positions conflict between specialized units, to the detriment of according to the principle of hierarchy. Each the overall goals of the school. For example, specializa- lower office is under the control of a higherpost, one, tion may impede communication between units. More- and there is a clear chain of command from the over, overspecialization may result in boredom and top of the organization to the bottom. routine for some staff, which can lead to dissatisfaction, absenteeism, and turnover. •• Impersonality. Maintain an impersonal attitude toward subordinates. This social distance Reliance on Rules and Procedures between managers and subordinates helps Weber claimed that the use of formal rules and proce- ensure that rational considerations are the basis dures was adopted to help remove the uncertainty in for decision making,copy, rather than favoritism or attempting to coordinate a variety of activities in an prejudices. organization. Reliance on rules can lead to the inability •• Competence. Base employment on qualifications to cope with unique cases that do not conform to nor- and give promotions based on job-related mal circumstances. In addition, the emphasis on rules performance.not As a corollary, protect employees and procedures can produce excessive red tape. The use from arbitrary dismissal, which should result in of rules and procedures is only a limited strategy in try- a high level of loyalty. ing to achieve coordinated actions. Other strategies may be required. But bureaucracy’s approach is to create new DoWeber’s characteristics of bureaucracy apply to many rules to cover emerging situations and new contingen- large-sized organizations today. General Motors, Xerox, cies. And, once established, ineffectual rules or proce- the U.S. military system, the Vatican, most universities, dures in a bureaucracy are difficult to remove. and school boards are bureaucracies. However, not all Emphasis on Hierarchy of Authority characteristics outlined by Weber appear in practice as they were originally intended (Crozier & Friedberg, The functional attributes of a hierarchy are that it main- 2010). Numerous misconceptions in the literature exist tains an authority relationship, coordinates activities 38 PART I Fundamental Principles and Concepts and personnel, and serves as the formal system of com- best-selling books such as In Search of Excellence, The munication. In theory, the hierarchy has both a down- Fifth Discipline, Principle-Centered Leadership, and ward and an upward communication flow. In practice, Schools That Learn. The basic theme permeating these it usually has only a downward emphasis. Thus upward books is that there are viable alternatives to the bureau- communication is impeded, and there is no formal rec- cratic model. There is a strong implication that warm, ognition of horizontal communication. This stifles indi- nurturing, caring, trusting, challenging organizations vidual initiative and participation in decision making. produce high productivity in people. Lifelong Careers and Evaluation The Participatory Management Model Weber’s bureaucratic model stresses lifelong careers and evaluations based on merit. Because competence can be Participatory management represents an extension of the difficult to measure in bureaucratic jobs, and because a bureaucratic model. The excessive rigidity and inherent high degree of specialization enables most employees impersonality of the bureaucratic approach stimulated to master their jobs quickly, there is a tendency to base interest in participatory management. These new theo- promotions and salary increments more on seniority and ries of organization place greater emphasis on employee loyalty than on actual skill and performance. Thus the morale and job satisfaction. Participatory management idea of having the most competent people in positions stresses the importance of motivating employees and within the organization is not fully realized. Loyalty is building an organization for that purpose. The organiza- obtained, but this loyalty is toward the protection of one’s tion is structured to satisfy employees’distribute needs, which will position and not to the effectiveness of the organization. in turn result in high worker productivity. Impersonality Theory X and Theoryor Y The impersonal nature of bureaucracy is probably its most serious shortcoming. Recent critics of bureaucracy In 1960 Douglas McGregor presented a convincing attack it as emphasizing rigid, control-oriented struc- argument that most managerial actions flow directly tures over people. from the assumptions managers hold about their subor- New viewpoints are leading to a decline in the use dinates. The idea is that management’s views of people of bureaucratic structure in modern organizations control operating practices as well as organizational ­(Etzioni-Halevy, 2010). School administrators in the post,structure. McGregor referred to these contrasting sets twenty-first century will see a change in some of their of assumptions as Theory X and Theory Y. duties. One change will be a shift away from simply Leaders with Theory X assumptions have the fol- supervising the work of others to that of contributing lowing views of people: directly to the school district’s objectives. Instead of shuffling papers and writing reports, the modern admin- •• The average person dislikes work and will avoid istrator may be practicing a craft (Glickman, 2006). it if possible. The renowned organization theoristcopy, Warren Bennis (1966) represents one of the extreme critics of bureau- •• Because people dislike work, they must be cratic structuring in organizations. Over four decades coerced, controlled, directed, and threatened. ago, he forecasted the demise of bureaucracy. In a more •• The average person prefers to be directed and recent book, Reinventing Leadership (2005), Warren Ben- controlled by someone in authority. nis and Robert Townsendnot exposed the hidden obstacles in our organizations—and in society at large—that conspire against good leadership. According to Bennis, within any The opposite assumptions characterize the Theory Y organization, an entrenched bureaucracy with a commit- manager: ment to theDo status quo undermines the unwary leader. This creates an unconscious conspiracy in contemporary •• Work is as natural as play or rest. society, one that prevents leaders—no matter what their •• Commitment to objectives is a function of original vision—from taking charge and making changes. rewards for achievement. In recent years, popular writers have expressed increasing dissatisfaction with bureaucratic structures. •• Under proper conditions, people accept and This is reflected in the phenomenal appeal of numerous seek responsibility. CHAPTER 2 Organizational Structure 39

McGregor considers Theory X to be incompatible asserts that an analysis of the basic properties of rela- with democratic or participatory organizations because tively mature human beings and the formal organiza- it conflicts with individual need fulfillment on the tion results in the conclusion that there is an inherent job. Therefore, McGregor espouses Theory Y, because incongruency between the self-actualization of each people’s behavior in modern organizations more nearly one. This basic incongruency creates conflict and frus- matches its set of assumptions. tration for the participants. Theory Y does not concentrate on organizational Argyris proposes that the human personality pro- structure as much as it argues for a general management gresses along an immaturity–maturity continuum— philosophy that would force reconsideration of struc- from immaturity as an infant to maturity as an adult. tural dimensions. For example, job enrichment would He views this progression in psychological rather than replace highly specialized jobs and departments. Span in purely physiological terms. That is, at any age, people of control would be wide, not narrow, in order to pro- can have their degree of growth or development plotted vide greater freedom and opportunities for growth and according to seven dimensions (see Table 2—2). fulfillment of employees’ needs. Emphasis on hierarchy According to Argyris’s continuum, as individuals would be replaced by emphasis on decentralization mature, they have increasing needs for more activity, a and delegation of decisions. Formal, rational authority state of relative independence, behaving in many dif- would give way to “empowerment” of subordinates. ferent ways, deeper interests, a long time perspective, occupying a superordinate position in reference to their peers, and more awareness of and control over Immaturity–Maturity Continuum themselves. distribute Argyris believes that teachers and other profession- The school administrator’s job is to contribute to the als want to be treated as mature people, but modern achievement of organizational effectiveness. An impor- bureaucraticor organizations often treat people as if they tant part of this effort is to enlist the support of sub- fit the immature personality type. Teachers and other ordinates to this same end. In a school setting, this professionals react to this treatment by becoming either includes teachers and all other professionals who work aggressive or apathetic, which starts a chain reaction. with students. Chris Argyris (1993) suggests that rigid, School administrators then impose further restrictions, impersonal organizations such as those prescribed by which turn out to be counterproductive. This hinders the bureaucratic perspective hinder employeespost, from optimum organizational effectiveness. using their full potential. He describes the growth or The restraining effects of bureaucratic organizational development of human personality and advocates the structure can be alleviated by less rigid rules and oper- premise that organizational structure is often incongru- ating procedures, a decrease in the division of labor, ent with the fulfillment of human needs. Argyris (1990) greater delegation of authority, more participation in

TABLE 2—2 The Immaturity–Maturitycopy, Continuum

Immaturity Characteristics Maturity Characteristics

Passivity Activity

Dependencenot Independence

Few ways of behaving Many ways of behaving DoShallow interests Deeper interests Short time perspective Long time perspective

Subordinate position Superordinate position

Lack of self-awareness Self-awareness and control

Source: C. Argyris, Personality and Organization: The Conflict Between System and the Individual. New York, NY: Harper & Row, 1957. 40 PART I Fundamental Principles and Concepts decision making, and a more fluid structure throughout decision making, close over-the-shoulder supervision, the organization. Argyris (1990) believes that a more no cooperative teamwork, and low performance goals participatory management structure can result in the of managers. growth and development of human personality and The System 4 organization, which Likert calls par- hence eliminate the incongruency between the indi- ticipative group, is more team-oriented. There is a high vidual and the organization. level of trust and confidence in the superior; commu- nication flows freely in all directions; decision making System 4 Organization occurs throughout the organization; cooperative team- work is encouraged; and managers actively seek high Like McGregor and Argyris, Rensis Likert (1979, performance goals. System 2 is less classical than Sys- 1987) opposes the kinds of organizations that hew to tem 1, and System 3 is less supportive than System 4 the bureaucratic model. Likert’s theory treats the struc- while coming closer to Likert’s ideal model of organi- tural prescriptions for organizational effectiveness more zation. Table 2—3 shows the characteristics of System explicitly and completely. He builds his structural rec- 1 and System 4, the extreme ends of Likert’s systems ommendations around three key elements that under- continuum. gird four systems of organization. Key Elements of System 4 Based on many years of research conducted in various organizational settings—industrial, government, health According to Likert (1979, 1987), System 4 has three care, and educational—Likert proposed four basic sys- key elements: the manager’s distributeuse of the principle of sup- tems of organization. System 1, which Likert originally portive relationships, the use of group decision making labeled exploitive authoritative, follows the bureaucratic in an overlapping group structure, and the manager’s or classical structure of organization. Characteristics of high performanceor goals for the organization. The the classical structure include limited supportive leader- underlying theory is that if an organization is to be ship, motivation based on fear and superordinate sta- effective, the leadership and other processes of the orga- tus, one-way downward communication, centralized nization must ensure that in all interactions between

TABLE 2—3 Characteristics of System 1 and System 4 post,

Organizational Characteristics System 1 Organization System 4 Organization

Leadership Little confidence and trust between administrators Subordinate ideas are solicited and used by and subordinates administrators Motivation Taps fear, status, andcopy, economic motives exclusively Taps all major motives except fear Communication One-way, downward communication Communication flows freely in all directions

Interaction– Little upward influence; downward influence Substantial influence upward, downward, and influence overestimatednot horizontally Decision making Centralized; decisions made at the top Decentralized; decisions made throughout the organization

Goal setting Established by top-level administrators and Established by group participation Docommunicated downward Control Close over-the-shoulder supervision Emphasis on self-control

Performance Low and passively sought by administrators; little High and actively sought by administrators; full goals commitment to developing human resources commitment to developing human resources

Source: Adapted from Rensis Likert, The Human Organization (New York: McGraw-Hill, 1967), pp. 197–211. CHAPTER 2 Organizational Structure 41 superordinates and subordinates, subordinates will Causal variables are within the control of administra- perceive the relationship as enhancing their own sense tion, and the value that administration places on these of personal worth and importance in the organization. variables will determine the organization’s management Furthermore, Likert (1987) argues that “an organiza- system. Causal variables, then, are the ones adminis- tion will function best when its personnel function not trators should attempt to change in order to move the as individuals but as members of highly effective work organization to System 4. groups with high performance goals” (p. 224). In this Intervening variables, representing the internal way, decisions are group decisions, not simply orders state and health of the organization, are those variables from above. And the leader is seen as a “linking-pin”; that are subsequently affected by causal variables. They that is, the leader is the head of one group but a member include the attitudes that subordinates have toward of another group at the next higher level. For example, their jobs, their superiors, peers, and subordinates; their the high school principal is the leader of school staff commitment to organizational goals; their levels of per- but also a subordinate to an administrator at the central formance goals; their levels of group loyalty and group office in another group at the next level in the organiza- commitment to the organization; their confidence and tion. Thus, the principal serves as an important commu- trust in themselves and their superiors; their feeling of nication link between two levels of organization: school upward influence in the organization; their motiva- and school district. tional forces; and the extent to which communications flow freely and in all directions within the organization. System 4 Variables End-result variablesdistribute are dependent variables that rep- Likert identifies System 4 as the ideal model of organi- resent the achievements of the organization. In schools zation. The object of this approach is to move an organi- they include performance and growth levels of teachers zation as far as possible toward System 4. To analyze an and students, absence and turnover or dropout rates of organization’s present system and move it toward Sys- employeesor and students, union–management relations, tem 4, Likert uses an organizational paradigm consist- school–community relations, students’ attitudes toward ing of three broad classes of variables: causal variables, school, and levels of intrinsic job satisfaction of school intervening variables, and end-result variables. employees. Figure 2—2 shows the relationship among Causal variables are independent variables that the variables. affect both the intervening and end-result variables. To move an organization to System 4, Likert rec- They include the administrator’s assumptionspost, about ommends using the survey-feedback method and subordinates, the organization’s objectives and how leadership training. Using his Profile of Organiza- they emerge, administrative behavior and practices, tional Characteristics instrument, the organization can the nature of the authority system that prevails, the determine the management system that is currently in union contract, the administrator’s view of change, and place. The survey instrument measures the eight char- the needs and desires of members of the organization. acteristics of organizational systems (see Table 2—3).

FIGURE 2—2 Relationshipscopy, Among Causal, Intervening, and End-Result Variables in a System 4 Organization

Causal Variables Intervening Variables End-Result Variables • Administrator’snot • Subordinates’ • Growth and performance assumptions attitudes of teachers and students • Organizational • Commitment to • Attendance objectives school goals • Dropout rate • Administrative • Group loyalty • Union–management Do behavior and practices • Trust and con dence relations • Authority system • Upward inuence • School–community • Union contract • Motivational forces relations • Administrator’s • Communications • Students’ attitudes view of change system toward school • Members’ needs • Teachers’ job satisfaction and desires 42 PART I Fundamental Principles and Concepts

Respondents are given a range of choices for each item performance far exceed expectations. His four stages of on the questionnaire, through which they indicate value-added leadership are the following: whether the organization tends to be exploitive author- itative (System 1), benevolent authoritative (System 2), 1. Leadership by Bartering. The leader and led consultative (System 3), or participative group (System strike a bargain within which the leader gives 4). Respondents are also asked where they would like to the led something they want in exchange for the organization to be on the continuum. Then an orga- something the leader wants. nization–systems profile chart is plotted, which visually conveys the organization’s present management system 2. Leadership by Building. The leader provides and the desired system. Another instrument, the Pro- the climate and the interpersonal support file of a School, also measures the organizational sys- that enhances the followers’ opportunities tems of schools. It has several versions that can be used for fulfillment of needs for achievement, with students, teachers, counselors, principals, super- responsibility, competence, and esteem. intendents, central office administrators, school board 3. Leadership by Bonding. The leader and led members, and parents. By comparing the perceptions of develop a set of shared values and commitments several subgroups within the organization, it is possible that bond them together in a common cause. to measure the management system of a school or an entire school district. 4. Leadership by Banking. The leader The profile charts become a basis for discussing and institutionalizes the improvement initiatives analyzing an organization’s management system so as part of the everydaydistribute life of the school. This that plans for improving it can be made. Because effec- conserves human energy and effort for new tiveness and System 4 go together in Likert’s theory, projects and initiatives (Sergiovanni, 1997). the implications for organizational improvement are or straightforward: Move the present management style of A new kind of hierarchy then emerges in the school— the organization to System 4 and keep it there. This is one that places purposes, values, and commitments at the accomplished by training all administrators throughout apex and teachers, principals, parents, and students below, the organization to acquire the skills needed for achiev- in service to these purposes. According to Sergiovanni, ing a System 4 structure: manifesting supportive leader- moral authority is a means to add value to an administra- ship, focusing on high performance goals, and building post,tor’s leadership practice, and this added value results in intact work groups into more effective teams. extraordinary commitment and performance in schools. To implement this new kind of hierarchy, Roland Barth (2005) views restructuring as learning by heart. In Moral Leadership his best-selling book, he examines the adults—parents,­ teachers, principals, and central office administrators— In a groundbreaking examination of moral ­leadership, who help children learn. He describes how these stake- Amitai Etzioni (1990) provides a casecopy, for moral author- holders can assume responsibility for shaping their own ity as a basis for management. Etzioni acknowledges the school system. He stresses the importance of collabo- importance of basic, extrinsic motivation and higher- ration among these stakeholders in promoting learn- order, intrinsic motivation (see Maslow and Herzberg, ing and promoting schools. He sees transformation as Chapter 4). But Etzioni goes further. He contends that focusing on the fact that the different roles of the major what means most to peoplenot is what they believe, how stakeholders serve a common purpose: to improve the they feel, and the shared norms, values, and cultural education of all children in the school system. Accord- symbols that emerge from the groups with which they ing to Barth, change in the classroom is the only change identify. He maintains that morality and shared values that really matters. and commitmentsDo are far more important motivators Participatory management proponents have high than the basic, extrinsic needs and motives and even concern for people in the structuring of organiza- some intrinsic concerns. tions. They view people as the most important resource Thomas Sergiovanni (2010) further specifies the of the organization. Supportiveness, participation, concept of moral leadership. He contends that when shared decision making, empowerment, flexibility, and moral authority transcends bureaucratic leadership in employee growth and development are the keys to par- a school, the outcomes in terms of commitment and ticipatory management. CHAPTER 2 Organizational Structure 43

School-Based Management committees in all public schools in the state by 1995. Related events have unfolded in New York, South Car- School-based management (SBM) represents a olina, Tennessee, Washington, and other states. change in how a school district is structured, that is, At the district level, especially in urban areas such how authority and responsibility are shared between as Dade County (Florida), Chicago, Los Angeles, and the school district and its schools. It changes roles and Rochester (New York), similar efforts to move decision- responsibilities of staff within schools and how the making authority to the school level have been initi- school district’s central office staff is organized with ated. For example, a provision for the establishment of respect to its size, roles, and responsibilities (Elmore, SBM councils, composed of parents, teachers, citizens, 2004). Professional responsibility replaces bureaucratic and principals at each school site, was at the heart of regulation. School districts accomplish this new struc- legislation passed by the Illinois General Assembly to ture in two ways: (1) increasing autonomy through improve schooling in Chicago (Chicago Reform Act of some type of relief from constraining rules and regula- 1988; reenacted 1991). Power was to shift from a large tions and (2) sharing the authority to make decisions central office to each school site, and a bureaucratic, with the school’s major stakeholder groups, including command-oriented system was to yield to a decentral- teachers, parents, students, and other community mem- ized and democratic model. The traditional pyramid- bers (Fullan, 2010). shaped organizational structure was to be inverted. The In practice, authority to make changes at the build- existing insiders, particularly the central administration ing level is typically granted by some type of waiver and the Chicago Teachers Union, found their tradi- process. Usually, a waiver process is the result of agree- tional sources of distributeinfluence circumscribed (G. A. Hess, ments between the school district and teachers’ union 1995). Similar reforms have occurred in Memphis, that expand the scope of authority granted individual Detroit, Dallas, Cincinnati, Los Angeles, White Plains school sites. In a few cases, districts may also have (New York),or and other school districts. agreements with their states that permit waivers from state regulations or laws that mandate school-based Frames of Organization decision making. To increase shared decision making, a school typi- Lee Bolman and Terrence Deal (2017) provide a four- cally forms a school-site council with representatives frame model (Table 2—4) with its view of organiza- from the school’s major stakeholder groups. The com- tions as factories (structural frame), families (human position of this council, how members are selected,post, resource frame), jungles (political frame), and temples and what their responsibilities are vary considerably (symbolic frame). Their distillation of ideas about how between and within school districts. Some councils are organizations work has drawn much from the social sci- composed of teachers elected from the entire faculty ences, particularly from sociology, psychology, political or by grade level or department. Others are composed science, and anthropology. They argue that their four of members from preexisting committees such as the frames or major perspectives can help leaders make curriculum, staffing, or budget committees. In some sense of organizations. Bolman and Deal further assert schools, the entire faculty copy,constitutes the council. that the ability to reframe—to reconceptualize the Numerous states and districts have instituted a vari- same situation using multiple perspectives—is a central ety of SBM provisions (Patrinos, 2010). In Texas, Senate capacity for leaders of the twenty-first century: Bill 1 of 1990 and House Bill 2885 of 1991 introduced the term school-basednot management to schools throughout •• Structural Frame. Drawing from sociology the state by establishing a legislative decree for SBM. and management science, the structural frame In the Kentucky Education Reform Act of 1990, House emphasizes goals, specialized roles, and formal Bill 940 mandated, with few minor exceptions, that all relationships. Structures, commonly depicted Doschools in the state employ an SBM model of gover- by organization charts, are designed to fit an nance by July 1, 1996. Signed into law in 1989, Act 266 organization’s environment and technology. of the Hawaii State Legislature was a major initiative Organizations allocate responsibilities to designed to facilitate improved student performance in participants (“division of labor”) and create the public school system through school/community- rules, policies, procedures, and hierarchies to based management. In Oregon, legislation was passed coordinate diverse activities. Problems arise in 1991 to establish school-based decision-making when the structure does not fit the situation. 44 PART I Fundamental Principles and Concepts

TABLE 2—4 Overview of the Four-Frame Model

Structural Human Resource Political Symbolic

Metaphor for Factory or machine Family Jungle Carnival, temple, theater organization

Central concepts Rules, roles, goals, Needs, skills, Power, conflict, Culture, meaning, policies, technology, relationships competition, metaphor, ritual, environment organizational politics ceremony, stories, heroes

Image of leadership Social architecture Empowerment Advocacy Inspiration

Basic leadership Attune structure to Align organizational Develop agenda and Create faith, beauty, challenge task, technology, and human needs power base meaning environment

Source: Adapted from Lee G. Bolman and Terrence E. Deal, Reframing Organizations, 4th ed. (San Francisco: Jossey-Bass, 2008), p. 18. distribute At that point, some form of reframing is needed organizations as tribes, theaters, or carnivals. to remedy the mismatch. It abandons the assumptions of rationality more prominentor in the other frames. It sees •• Human Resource Frame. The human resource organizations as cultures, propelled more frame, based particularly on ideas from by rituals, ceremonies, stories, heroes, and psychology, sees an organization as if it were myths than by rules, policies, and managerial an extended family, inhabited by individuals authority. Organization is also theater: Actors who have needs, feelings, prejudices, skills, and play their roles in the organizational drama limitations. They have a great capacity to learn while audiences form impressions from what and sometimes an even greater capacity to post,they see onstage. Problems arise when actors defend old attitudes and beliefs. From a human play their parts badly, when symbols lose their resource perspective, the key challenge is to meaning, and when ceremonies and rituals lose tailor organizations to people—to find a way their potency. Leaders reframe the expressive or for individuals to get the job done while feeling spiritual side of organizations through the use good about what they are doing. of symbol, myth, and magic. •• Political Frame. The political frame is rooted particularly in the work of politicalcopy, scientists. It sees organizations as arenas, contests, or jungles. Alternative Models of Organizational Different interests compete for power and scarce Structure resources. Conflict is rampant because of enduring differences in needs, perspectives, and lifestyles not The bureaucratic and participatory management among individuals and groups. Bargaining, models laid the groundwork for more complex negotiation, coercion, and compromise are part approaches to organizational structure. Top-level of everyday life. Coalitions form around specific school administrators must consider the relative interests and change as issues come and go. Do suitability of alternative approaches to organiza- Problems arise when power is concentrated in tional structure, based on the problems they face and the wrong places or is so broadly dispersed that the environment in which they work. We describe nothing gets done. Solutions arise from political some alternative approaches to organizational struc- skill and acumen in reframing the organization. ture, including Etzioni’s compliance theory, Hage’s •• Symbolic Frame. The symbolic frame, drawing mechanistic-organic organizations, and Mintzberg’s on social and cultural anthropology, treats ­strategy-structure typology. CHAPTER 2 Organizational Structure 45

Compliance Theory distribution of acceptance and positive response in the organization. Etzioni (1975) developed an innovative approach to Many professional people work in normative orga- the structure of organizations that he calls compliance nizations. Examples of such organizations are churches, theory. He classifies organizations by the type of power political organizations, hospitals, universities, and pro- they use to direct the behavior of their members and the fessional associations (such as the American Associa- type of involvement of the participants. Etzioni identi- tion of School Administrators, National Association of fies three types of organizational power—coercive, utili- Secondary School Principals, and National Education tarian, and normative—and relates these to three types Association). Public schools probably fit this category of involvement—alienative, calculative, and moral (see for the most part, although there are vast differences in Figure 2—3). This figure, while grossly oversimplifying their use of power to gain member compliance, particu- the relationships, helps to make clear the pattern among larly the control of pupils (Lunenburg, 1984b). the components. It should be noted that life in organi- zations is much more complicated. Types of Involvement Types of Power All three types of power can be useful in obtaining sub- ordinates’ cooperation in organizations. However, the Etzioni identifies three types of organizational power— relative effectiveness of each approach depends on the coercive, utilitarian, and normative—and relates them organization participant’s involvement. Involvement to three types of involvement: alienative, calculative, refers to the orientationdistribute of a person to an object, charac- and moral. Each one will be discussed in turn. terized in terms of intensity and direction. Accordingly, Coercive power uses force and fear to control lower­ people can be placed on an involvement continuum that level participants. Examples of organizations that rely ranges from highly negative to highly positive. Etzioni on coercive power include prisons, custodial mental suggestsor that participants’ involvement can be broadly hospitals, and basic training in the military. categorized as alienative, calculative, or moral. Utilitarian power uses remuneration or extrin- Alienative involvement designates an intense, nega- sic rewards to control lower-level participants. Most tive orientation. Inmates in prisons, patients in custo- business firms emphasize such extrinsic rewards. dial mental hospitals, and enlisted personnel in basic These rewards include salary, merit pay, fringe ben- training all tend to be alienated from their respective efits, working conditions, and job security.post, Besides organizations. However, in the case of military per- many business firms, utilitarian organizations include sonnel undergoing basic training, the ultimate goal is unions, farmers’ co-ops, various government agencies, adherence to the organization’s values (Champoux, and universities. 2011). Identification with underlying values helps Normative power controls through allocation of military recruits reconcile personal discomfort caused intrinsic rewards, such as interesting work, identifica- by their membership in the organization during boot tion with goals, and making a contribution to soci- camp (Lalor, 2011). Personnel learn to accept the orga- ety. Leaders’ power in thiscopy, case rests on their ability nization’s values and place trust in the organization not to manipulate symbolic rewards, allocate esteem and to hurt them. This may lead ultimately to the graduate’s prestige symbols, administer ritual, and influence the shift to moral involvement (Goldish, 2011).

FIGURE 2—3notEtzioni’s Compliance Types

Types of Power Do Coercive Utilitarian Normative Alienative X

Calculative X

Moral X Types of Involvement 46 PART I Fundamental Principles and Concepts

Calculative involvement designates either a negative Mechanistic-Organic Organizations or a positive orientation of low intensity. Calculative orientations are predominant in relationships of mer- Some writers have called attention to the incongruency chants who have permanent customers in various types between bureaucratic and professional norms (Crozier & of business associations. Similarly, inmates in pris- Friedberg, 2010; Etzioni-Halevy, 2010). Specifically, ons (“rats”) who have established contact with prison they argue that occupants of hierarchical positions fre- authorities often have predominantly calculative atti- quently do not have the technical competence to make tudes toward those in power. decisions about issues that involve professional knowl- Moral involvement designates a positive orientation edge. That is, there is a basic conflict in educational orga- of high intensity. The involvement of the parishioner in nizations between authority based on bureaucracy and their church or synagogue, the devoted member of their authority based on professional norms (Abbott & Cara- political party, and the loyal follower of their leader are cheo, 1988). Others support the notion that bureaucratic all moral. orientations and professional attitudes need not conflict if teachers are provided with sufficient autonomy to carry Relationship of Power to Involvement out their jobs (Hoy & Sweetland, 2000). We can conclude from this research that most According to Etzioni, when an organization employs schools have both bureaucratic and professional char- coercive power, participants usually react to the orga- acteristics that are often incompatible but need not be. nization with hostility, which is alienative involvement. Jerald Hage (1965) suggests an axiomatic theory of Utilitarian power usually results in calculative involve- organizations that provides distributea framework for defining ment; that is, participants desire to maximize personal two ideal types of organizations: mechanistic (bureau- gain. Finally, normative power frequently creates moral cratic) and organic (professional). His theory identifies involvement; for instance, participants are committed eight key variables orfound in schools and other organi- to the socially beneficial features of their organizations. zations. These key variables are arranged in a means- Some organizations employ all three powers, but ends relationship and are interrelated in seven basic most tend to emphasize only one, relying less on the propositions. other two. Power specialization occurs because when two types of power are emphasized simultaneously with the same participant group, they tend to neutral- Eight Organizational Variables ize each other. post,Complexity, centralization, formalization, and stratifica- Applying force, fear, or other coercive measures, for tion are the four variables that constitute the organiza- example, usually creates such high-degree alienation tional means by which schools are structured to achieve that it becomes impossible to apply normative power objectives. Adaptiveness, production, efficiency, and job successfully (Lunenburg, 1983a). This may be one satisfaction are the four variables that represent categories reason why using coercive control in gaining student for sorting organizational ends. We describe each in turn: compliance in schools often leads to a displacement of educational goals (Lunenburg, 1991b). Similarly, copy, 1. Complexity, or specialization, refers to the it may be why teachers in progressive schools tend to number of occupational specialties included oppose corporal punishment (Bulach, Lunenburg, & in an organization and the length of training Potter, 2016a). required of each. Person specialization and In most organizations, types of power and involve- task specialization distinguish the degree of ment are related in the notthree combinations depicted in specialization. A teacher who is an expert in Figure 2—3. Of course, a few organizations combine English literature is a person specialist, whereas two or even all three types. For instance, some teachers’ one who teaches eleventh-grade English is a unions use both utilitarian and normative power to gain task specialist. The greater the number of person compliance from their members. Nevertheless, school Do specialists and the longer the period of training officials who attempt to use types of power that are required to achieve person specialization not appropriate for the environment can reduce orga- (or degree held), the more complex the nizational effectiveness. Schools tend to be normative organization. organizations. According to this logic, oppressive use of coercive and utilitarian power with teachers and stu- 2. Centralization, or hierarchy of authority, dents can be dysfunctional (Lunenburg, 1984a). refers to the number of role incumbents CHAPTER 2 Organizational Structure 47

who participate in decision making and the per unit of production, the more efficient the number of areas in which they participate. The organization. lower the proportion of role incumbents who 8. Job satisfaction, or morale, refers to the amount participate and the fewer the decision areas in of importance a school places on its human which they participate, the more centralized the resources. Measures of job satisfaction include organization. feelings of well-being, absenteeism, turnover, and 3. Formalization, or standardization, refers to the the like. The higher the morale and the lower proportion of codified jobs and the range of the absenteeism and turnover, the higher the job variation that is tolerated within the parameters satisfaction in the organization (Hage, 1965). defining the jobs. The higher the proportion of codified jobs in schools and the lesser range Seven Organizational Propositions of variation allowed, the more formalized the Central to Hage’s axiomatic theory are seven proposi- organization. tions, which have been drawn from the classic works of 4. Stratification, or status system, refers to the Weber (1947), Barnard (1964), Perrow (1972), and V. difference in status between higher and lower Thompson (1961). The major theme permeating Hage’s levels in the school’s hierarchy. Differentials in theory is the concept of functional strains, namely that salary, prestige, privileges, and mobility usually maximizing one organizational-means variable mini- measure this status difference. The greater mizes another. The eight key variables are related in fairly the disparity in rewards between the top and predictable ways. Fordistribute instance, high centralization results bottom status levels and the lower the rates of in high production and formalization, high formalization mobility between them, the more stratified the in turn results in high efficiency, high stratification results organization. in low jobor satisfaction and adaptiveness and high produc- tion, and high complexity results in low centralization. 5. Adaptiveness, or flexibility, refers to the use These ideas are expressed in seven propositions: of professional knowledge and techniques in the instruction of students and the ability of a •• school to respond to environmental demands. The higher the centralization, the higher the The more advanced the knowledge base, production. instructional techniques, and environmentalpost, •• The higher the formalization, the higher the response, the more adaptive the organization. efficiency. 6. Production refers to the quantity and quality of •• The higher the centralization, the higher the output. Some schools are more concerned with formalization. quantity and less concerned with quality, and •• vice versa. This variable is difficult to measure The higher the stratification, the higher the because of the dichotomycopy, between quantity production. and quality. For example, some universities •• The higher the stratification, the lower the job are “degree mills”; that is, they award a large satisfaction. number of degrees each year with little •• concern for quality. Other institutions are less The higher the stratification, the lower the concernednot about increasing the quantity of adaptiveness. degrees awarded and more concerned about the •• The higher the complexity, the lower the quality of the product (the degree recipient). centralization. (Hage, 1965) The greater the emphasis on quantity, not Doquality, of output, the more productive the Two Ideal Types organization. The interrelationship of the eight key variables in seven 7. Efficiency, or cost, refers to financial as well basic propositions was used to define two ideal types as human resources and the amount of idle of organizations, as Table 2—5 shows. Mechanistic resources. For example, class size ratios of one and organic concepts are organizational extremes that teacher to thirty students are more efficient represent pure types not necessarily found in real life. than a one-to-ten ratio. The lower the cost No school is completely mechanistic (bureaucratic) 48 PART I Fundamental Principles and Concepts

TABLE 2—5 Characteristics of Mechanistic and Organic Organizational Forms

Mechanistic Organization (Bureaucratic) Organic Organization (Professional)

Low complexity High complexity

High centralization Low centralization

High formalization Low formalization

High stratification Low stratification

Low adaptiveness High adaptiveness

High production Low production

High efficiency Low efficiency

Low job satisfaction High job satisfaction Source: Adapted from Jerald Hage, “An Axiomatic Theory of Organizations,” Administrative Science Quarterly, 10 (1965): distributep. 305. Used by permission. or completely organic (professional). Most schools fall always “going by the book.” The organization deem- somewhere between these two extremes (Lunenburg, phasizes status differences among the occupants of the 2011g). many positions in theor hierarchy and adopts a collegial, Mechanistic (bureaucratic-type) schools tend to egalitarian orientation. Low efficiency and productivity have a hierarchical structure of control, authority, and also characterize the ideal professional school. School communication with little shared decision making administrators in the professional-type school are not as (high centralization). Each functional role requires pre- concerned with the quantity of output as they are with cise definitions of rights and obligations and technical the quality of outcomes. Professional-type schools are methods (high formalization). These schools empha- probably more expensive to operate than bureaucratic- size status differences between hierarchical levels in the post,type schools because professional-school administrators organization (high stratification), and an emphasis on tend to deemphasize quantity of output at least cost. quantity, not quality, of output at least cost is preva- Such schools tend to be less efficient but more effective. lent (high production, high efficiency). There is little Each ideal type of school has advantages and dis- emphasis on professional expertise in both subject- advantages. Moreover, there are limits on how much a matter knowledge and instructional methodology (low school administrator can emphasize one variable over complexity). As well, there is little responsiveness to another. For example, if there is no codification of changing needs of students, society, copy,and subject mat- jobs (formalization), then a condition of normlessness ter (low adaptiveness), and human resources are of little prevails, which will likely result in low job satisfaction importance (low job satisfaction). among faculty members. If schools do not respond to Organic (professional-type) schools are charac- the knowledge explosion, technological innovations, terized by high complexity, adaptiveness, and job sat- and the changing needs of students and society, schools isfaction. That is, schoolnot administrators respect the are apt to fail in the face of an ever-changing environ- professional knowledge of teachers, respond readily ment. Conversely, too high a change rate is likely to to the changing needs of the school and society, and result in increased costs involved in implementing new consider the intrinsic satisfaction of teachers to be an programs and techniques. Limits exist on each of the important Doschool outcome. Furthermore, centraliza- eight variables, beyond which a school dare not move. tion is low because administrators encourage teacher Hage (1965) expresses it this way: “Production imposes participation in decision making and delegate consid- limits on complexity, centralization, formalization, erable authority and responsibility to teachers in the stratification, adaptiveness, efficiency, and job satisfac- operation of the school. A network structure of control, tion” (p. 307). In other words, extremes in any variable authority, and communication prevails. School admin- result in the loss of production, even in a school that has istrators adjust and continually redefine tasks and avoid the means to maximize this end. CHAPTER 2 Organizational Structure 49

All the relationships specified in the seven propositions several strategic questions before a professional school are curvilinear. For instance, if centralization becomes too orientation can be effectively implemented. (See high, production drops; if stratification becomes too low, Administrative Advice 2–1.) job satisfaction falls. Therefore, exceeding the limits on any variable results in a reversal of the hypothesized rela- Strategy-Structure Typology tionships specified in the seven propositions. According to Hage (1965), “These represent important qualifica- Another alternative approach to organizational structure tions to the axiomatic theory” (p. 307). concerns the relationship between organizational strat- The tension between the mechanistic (bureaucratic) egy and structure. This approach began with the land- and organic (professional) models is constantly negoti- mark work of Alfred Chandler (1962, 2003), who traced ated between teachers and administrators. Sometimes it the historical development of such large American cor- is resolved in favor of professionals, and sometimes it is porations as DuPont, Sears, and General Motors. He resolved in favor of administrators (Bacharach, 2000). concluded from his study that an organization’s strategy Because schools are fragile political coalitions, each tends to influence its structure. He suggests that strategy decision must be considered strategically, examining its indirectly determines such variables as the organization’s implications for all the major stakeholders (Slater & tasks, technology, and environments, and each of these Boyd, 1999). Thus, school administrators must examine influences the structure of the organization. distribute or ADMINISTRATIVE ADVICE 2–1 STRATEGIC QUESTIONS

In structuring a professional-school orientation, may need to be clarified or redefined in a school administrators must answer the followingpost, professional-school structure. strategic questions: • What are the basic tasks of administrators • In which decisions will professional teach- and teachers in the context of a profes- ers become involved? There appears to sional-school structure? Put another way, be general agreement among the major what is the basis of teachers’ expertise stakeholders that teachers should be more and professional identity? The amount involved incopy, making decisions. However, we of participation in decision making prob- need to specify the areas in which teach- ably should be contingent on whether the ers will play larger roles in decision making. issue is relevant to teachers and whether teachers have the expertise to make the • Who will make what decisions in the decision. notschool? How much influence should teachers have with respect to decisions • What is the role of teacher unions in a pro- affecting other parties in the school—stu- fessional-school structure? The involve- dents, teachers, support staff, principals, ment of teacher unions is a key strategic central office administrators, school board issue in structuring a professional-school Do members? The roles of these stakeholders orientation.

Source: Adapted from Sharon C. Conley and Samuel B. Bacharach, “From School-Site Management to Participatory School-Site Management,” Phi Delta Kappan, 71 (1990): pp. 539–544. 50 PART I Fundamental Principles and Concepts

More recently, social scientists have augmented personnel, research and development, and the Chandler’s thesis by contending that an organiza- like constitute the technostructure. tion’s strategy determines its environment, technology, •• The support staff are the people who provide and tasks. These variables, coupled with growth rates indirect services. In school districts, similar and power distribution, affect organizational structure. services include maintenance, clerical, food Henry Mintzberg (2009) suggests that organizations service, legal counsel, and consulting to provide can be differentiated along three basic dimensions: support. (Mintzberg, 2009) (1) the key part of the organization, that is, the part of the organization that plays the major role in deter- mining its success or failure; (2) the prime coordinating The second basic dimension of an organization is mechanism, that is, the major method the organiza- its prime coordinating mechanism. This includes the tion uses to coordinate its activities; and (3) the type following: of decentralization used, that is, the extent to which the organization involves subordinates in the decision- •• Direct supervision means that one individual is making process. The key parts of an organization are responsible for the work of others. This concept shown in Figure 2—4 and include the following: refers to the unity of command and scalar principles discussed earlier. •• The strategic apex is top management and •• Standardization of work process exists when the its support staff. In school districts, this content of work is specifieddistribute or programmed. In is the superintendent of schools and the school districts, this refers to job descriptions administrative cabinet. that govern the work performance of educators. •• The operative core are the workers who actually or •• Standardization of skills exists when the kind of carry out the organization’s tasks. Teachers training necessary to do the work is specified. constitute the operative core in school districts. In school systems, this refers to state certificates •• The middle line is middle- and lower-level required for the various occupants of a school management. Principals are the middle-level district’s hierarchy. managers in school districts. •• Standardization of output exists when the results •• The technostructure are analysts such as post,of the work are specified. Because the “raw engineers, accountants, planners, researchers, material” that is processed by the operative core and personnel managers. In school districts, (teachers) consists of people (students), not divisions such as instruction, business, things, standardization of output is more difficult copy, FIGURE 2—4 The Key Parts of an Organization not Strategic Apex

Do Technostructure Middle Line Support Staff

Operative Core

Source: Adapted from Henry Mintzberg, Structure in Fives: Designing Effective Organizations, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1992), p. 11. CHAPTER 2 Organizational Structure 51

to measure in schools than in other nonservice of decentralization—Mintzberg suggests that the strat- organizations. Nevertheless, a movement toward egy an organization adopts and the extent to which it the standardization of output in schools in practices that strategy result in five structural configura- recent years has occurred. Examples include tions: simple structure, machine bureaucracy, professional competency testing of teachers, state-mandated bureaucracy, divisionalized form, and adhocracy. Table testing of students, state-mandated curricula, 2—6 summarizes the three basic dimensions associated prescriptive learning objectives, and other efforts with each of the five structural configurations. Each orga- toward legislated learning. nizational form is discussed in turn (Mintzberg, 1992). •• Mutual adjustment exists when work is Simple Structure coordinated through informal communication. The simple structure has as its key part the strategic Mutual adjustment or coordination is the apex, uses direct supervision, and employs vertical and major thrust of Likert’s “linking-pin” concept horizontal centralization. Examples of simple struc- discussed earlier (Mintzberg, 2009). tures are relatively small corporations, new government departments, medium-sized retail stores, and small The third basic dimension of an organization is the elementary school districts. The organization consists type of decentralization it employs. The three types of of the top manager and a few workers in the operative decentralization are the following: core. There is no technostructure, and the support staff is small; workers perform overlapping tasks. For example, •• distribute Vertical decentralization is the distribution teachers and administrators in small elementary school of power down the chain of command, or districts must assume many of the duties that the tech- shared authority between superordinates and nostructure and support staff perform in larger districts. subordinates in any organization. Frequently,or however, small elementary school districts •• Horizontal decentralization is the extent to which are members of cooperatives that provide many services nonadministrators (including staff) make decisions, (i.e., counselors, social workers) to a number of small or shared authority between line and staff. school districts in one region of the county or state. In small school districts, the superintendent may •• Selective decentralization is the extent to function as both superintendent of the district and which decision-making power is delegatedpost, principal of a single school. Superintendents in such to different units within the organization. school districts must be entrepreneurs. Because the In school districts, these units might include ­organization is small, coordination is informal and instruction, business, personnel, and research maintained through direct supervision. Moreover, this and development divisions (Mintzberg, 2009). organization can adapt to environmental changes rap- idly. Goals stress innovation and long-term survival, Using the three basic dimensions—key part of the although innovation may be difficult for very small rural organization, prime coordinatingcopy, mechanism, and type school districts because of the lack of resources.

TABLE 2—6 Mintzberg’s Five Organizational Structures

Structural not Prime Coordinating Key Part of Type of Decentralization Configuration Mechanism Organization

Simple structure Direct supervision Strategic apex Vertical and horizontal centralization DoMachine bureaucracy Standardization of work processes Technostructure Limited horizontal decentralization Professional bureaucracy Standardization of skills Operating core Vertical and horizontal decentralization

Divisionalized form Standardization of outputs Middle line Limited vertical decentralization

Adhocracy Mutual adjustment Support staff Selective decentralization

Source: Adapted from Henry Mintzberg, Structure in Fives: Designing Effective Organizations, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 1992), p. 153. 52 PART I Fundamental Principles and Concepts

Machine Bureaucracy isolation from colleagues and superiors, while remain- Machine bureaucracy has the technostructure as its ing in close contact with their students. Furthermore, key part, uses standardization of work processes as its teachers are highly trained professionals who provide prime coordinating mechanism, and employs limited information to their students in accordance with their horizontal decentralization. Machine bureaucracy has own style, and they are usually flexible in the delivery many of the characteristics of Weber’s ideal bureau- of content even within the constraints of the state- and cracy and resembles Hage’s mechanistic organization. district-mandated curriculum. Moreover, like some It has a high degree of formalization and work special- staff administrators, teachers tend to identify more with ization. Decisions are centralized. The span of manage- their profession than with the organization. ment is narrow, and the organization is tall—that is, Divisionalized Form many levels exist in the chain of command from top management to the bottom of the organization. Little The divisionalized form has the middle line as its key horizontal or lateral coordination is needed. Further- part, uses standardization of output as its prime coordi- more, machine bureaucracy has a large technostructure nating mechanism, and employs limited vertical decen- and support staff. tralization. Decision making is decentralized at the Examples of machine bureaucracy are automobile divisional level. There is little coordination among the manufacturers, steel companies, and large govern- separate divisions. Corporate-level personnel provide ment organizations. The environment for a machine some coordination. Thus, each division itself is relatively bureaucracy is typically stable, and the goal is to achieve centralized and tends to resembledistribute a machine bureau- internal efficiency. Public schools possess many charac- cracy. The technostructure is located at corporate head- teristics of machine bureaucracy, but most schools are quarters to provide services to all divisions; support staff not machine bureaucracies in the pure sense. However, is located within eachor division. Large corporations are large urban school districts (New York, Los Angeles, likely to adopt the divisionalized form. and Chicago) are closer to machine bureaucracies than Most school districts typically do not fit the division- other medium-sized or small school districts. alized form. The exceptions are those very large school Professional Bureaucracy districts that have diversified service divisions distinctly separated into individual units or schools. For example, a The professional bureaucracy has the operating core school district may resemble the divisionalized form when as its key part, uses standardization of skills as its prime post,it has separate schools for students with physical disabili- coordinating mechanism, and employs vertical and hor- ties, students with mental illnesses, and students with learn- izontal decentralization. The organization is relatively ing disabilities; a skills center for the potential dropout; a formalized but decentralized to provide autonomy to special school for art and music students; and so on. The professionals. Highly trained professionals provide identifying feature of these school districts is that they have nonroutine services to clients. Top management is separate schools within a single school district, which have small, there are few middle managers, and the techno- separate administrative staffs, budgets, and so on. Elemen- structure is generally small. However,copy, the support staff tary and secondary school districts that have consolidated is typically large to provide clerical and maintenance but retained separate administrative structures with one support for the professional operating core. The goals of school board are also examples of the divisionalized form. professional bureaucracies are to innovate and provide As might be expected, the primary reason for a school dis- high-quality services. Existing in complex but stable trict to adopt this form of structure is service diversity while environments, professionalnot bureaucracies are gener- retaining separate administrative structures. ally moderate to large in size. Coordination problems Adhocracy are common. Examples of this form of organization include universities, hospitals, and large law firms. The adhocracy has the support staff as its key part, Some publicDo school districts have many character- uses mutual adjustment as a means of coordination, istics of the professional bureaucracy, particularly its and maintains selective patterns of decentralization. aspects of professionalism, teacher autonomy, and struc- The structure tends to be low in formalization and tural looseness. These characteristics tend to broaden decentralization. The technostructure is small because the limits of individual discretion and performance. technical specialists are involved in the organization’s Like attorneys, physicians, and university profes- operative core. The support staff is large to support the sors, teachers perform in classroom settings in relative complex structure. Adhocracies engage in nonroutine CHAPTER 2 Organizational Structure 53 tasks and use sophisticated technology. The primary Dimensions of a Social System goal is innovation and rapid adaptation to changing environments. Adhocracies typically are medium sized, Jacob Getzels and Egon Guba conceive of the social sys- must be adaptable, and use resources efficiently. Exam- tem as involving two dimensions that are independent ples of adhocracies include aerospace and electronics and interactive. First are institutions with certain roles and industries, research and development firms, and very expectations that will fulfill the goals of the system. Sec- innovative school districts. No school districts are pure ond are individuals with certain personalities and need- adhocracies, but medium-sized school districts in very dispositions inhabiting the system, whose interactions wealthy communities may have some of the characteris- comprise observed behavior. Thus, observed behavior tics of an adhocracy. The adhocracy is somewhat similar can be understood as a function of these major elements: to Hage’s organic organization. institution, role, and expectations, which together consti- tute the nomothetic, or normative, dimension of activity Strategy and Structure in a social system; and individual, personality, and need- The work begun by Chandler and extended by Mintzberg dispositions, which together constitute the idiographic, or has laid the groundwork for an understanding of the rela- personal, dimension of activity in a social system. tionship between an organization’s strategy and its struc- Translated into the school setting, this means that ture. The link between strategy and structure is still in its an organization is designed to serve one of society’s infancy stage. Further research in this area, particularly needs—to educate. In this organization, there are posi- in service organizations like schools, will enhance school tions, or roles, suchdistribute as the roles of the student, teacher, administrators’ understanding of a school’s organizational principal, superintendent, and the like. For each indi- structure and design (Lunenburg, 2011i, 2017). In the vidual who occupies a given role, there are role expecta- meantime, school leaders must recognize that organiza- tions. Role expectations represent not only the duties tion strategy and structure are related. and actionsor expected from each role player but also the expectations concerning the quality of performance. The various roles and role expectations constitute the The School as a Social System nomothetic dimension of the social system. The idiographic dimension includes individuals who We can view the school as a social system. A social sys- occupy the roles and their personal needs. Schools as tem refers to activities and interactions of grouppost, mem- social systems must be “peopled,” and all kinds of indi- bers brought together for a common purpose (Homans, viduals who have their own idiosyncrasies “people” 1950). Thus, a school district, a school, and a classroom them. Thus, individuals chosen to occupy roles are dif- can all be viewed as social systems. A useful framework ferent from one another in action and in reaction, and for understanding the administrative process within we can analyze these differences in terms of personality. social systems is the Getzels–Guba (1957) model (see Personality is determined in part by needs, which pre- Figure 2—5). See also (Lipham,copy, 1988). dispose a person to behave in a certain way in a given FIGURE 2—5 The Getzels–Guba Model

not Nomothetic Dimension Institution Role Role Expectations

Social Observed Do System Behavior Individual Personality Need-Dispositions

Idiographic Dimension

Source: From Jacob W. Getzels and Egon G. Guba, “Social Behavior and the Administrative Process,” School Review, 65 (1957), p. 429. Used by permis- sion of the University of Chicago Press. 54 PART I Fundamental Principles and Concepts situation. In other words, the individual who occupies a schools and school systems explain much social behav- given role has needs they try to fulfill. These are person- ior. The model also clearly indicates that any social sys- alized needs and may not be associated with the needs tem (classroom, school, or school district) must operate of the school system. within a larger environment. The addition of these Behavior can be stated in the form of the equation dimensions gives Getzels’s composite model a more B = f (R × P), where B is observed behavior, f is function, open-systems orientation. R is a given institutional role defined by the expecta- Some Derivations tions attached to it, and P is the personality of the role player defined by his need-dispositions (Getzels, 1958). Getzels’s (1958) models suggest three sources of poten- The proportion of role and personality factors deter- tial conflicts: role conflicts, personality conflicts, and mining behavior varies with the specific act, the specific role–personality conflicts. Role conflicts refer to situations role, and the specific personality involved. where a role player is required to conform simultaneously It is presumed in the military that behavior is influ- to expectations that are contradictory or inconsistent. enced more by role than personality, whereas with the Adjustment to one set of expectations makes adjustment freelance artist, behavior is influenced more by personal- to the other difficult. For example, a teacher may attempt ity than by role. Many other examples can illustrate this to be a devoted parent and simultaneously a successful variation in the influence exerted by role or personal- instructor. A university professor may be expected by the ity on behavior. In educational organizations, we could department head to emphasize teaching and service to hypothesize that the proportion of role and personality students and the community,distribute respectively, while the aca- might be balanced somewhere between the two. But dif- demic dean expects an emphasis on research and pub- ferent educational systems are characterized by different lication. Role conflicts represent incongruencies in the proportions of role and personality (Getzels, 1958). nomothetic dimension (see Figure 2—6). Personality conflictsor occur as a result of opposing Expanded Model: Cultural Dimensions need-dispositions within the personality of the individ- ual role players. For example, a teacher may be expected, The developers of this early model recognized its as a social norm, to maintain adequate social distance oversimplification. In focusing on the sociological between self and students. However, the teacher may dimension with “role” as the central concept and on feel the need for more extensive interactions. Personal- the psychological dimension with “personality” as the post,ity conflicts represent incongruencies in the idiographic central concept, other dimensions had been omitted, dimension of the social systems model. thus giving the model a closed systems orientation. To Role–personality conflicts occur as a result of discrepan- overcome this deficiency, Getzels and Herbert Thelen cies between the institution’s role expectations and the (1960) expanded the basic model to describe the class- individual’s need-dispositions. For example, suppose an room as a unique social system. According to these introverted school administrator were placed in the role social system theorists, the sociological aspects of an of superintendent in a small- to medium-sized school institution are mediated by cultural factors—thecopy, ethos, district. The school board makes clear its expectation mores, and ­values—in which the institution is embed- that the newly appointed administrator maintain high ded. The expectations of the roles must, it seems, be visibility and extensive contact with the community. The somehow related to the ethos or cultural values. Simi- superintendent, however, has a high need for privacy and larly, the individual’s personality functions in a biologi- anonymity. The superintendent in this school district cal organism with certainnot potentialities and abilities, would experience a role–personality conflict. As shown with the need-dispositions of the personality mediated in Figure 2—5, role–personality conflicts represent in some way by these constitutional conditions. incongruencies between the nomothetic and idiographic Getzels, James Lipham, and Roald Campbell (1968) dimensions of the social systems model. further extendedDo the model for school administrators. According to Getzels (1958), incongruencies in the They added a second cultural dimension to interact with nomothetic and idiographic dimensions, or in their the psychological aspects of the individual. The com- interaction, are symptomatic of administrative failure and posite model of the school as a social system depicts lead to a loss in individual and institutional productivity. educational administration as a social process (see Furthermore, Getzels’s models suggest three leader- ­Figure 2—6). The bottom line in their model indicates followership styles: normative (nomothetic), personal that the culture, ethos, and values held by individuals in (idiographic), and transactional. The normative style CHAPTER 2 Organizational Structure 55

FIGURE 2—6 Composite Model of Behavior in Social Systems

Environment

Culture Ethos Values

Institution Role Expectations

Social Social System Behavior

Individual Personality Need-Dispositions

Organism Constitution distributePotentialities

Culture Ethos or Values

Environment

Source: Adapted from Jacob W. Getzels, James M. Lipham, and Roald F. Campbell, Educational Administration as a Social Process (New York: Harper & Row, 1968), p. 105. post, emphasizes the fulfillment of institutional role require- the cultural setting of the school as a social system ments and obligations rather than the personal needs and extends its usefulness as an open systems model. of individuals. Role definition, authority vested in roles, He identifies six communities of education and defines and organizational goal achievement are stressed. The communities as groups of people conscious of a collec- personal style emphasizes the personal activities and tive identity through common cognitive and affective propensities of individuals. Minimum role definition, norms, values, and patterns of social relationships. He a diffusion of authority, copy,and efforts to maximize each defines each type of community as follows: individual’s meaningful contribution to the organiza- tion are stressed. The transactional style represents a •• Local community is established in a particular balance of emphasis on the performance of the role neighborhood or region. Examples include a requirementsnot of the organization and the expression of local neighborhood or school community. personal needs of individuals. The school administra- •• tor moves alternately toward the normative style or the Administrative community is established in personal style depending on the situation. a specific, politically determined identity. A Do country, a city, or a school district are examples. Getzels’s Latest Model: •• Social community is established in a particular set Communities Dimension of interpersonal relationships not restrained by local or administrative boundaries. An example In the late 1970s, Getzels (1978) expanded his social would be all people in one’s community of friends. systems model still further by including a communities •• Instrumental community is established through dimension. Here Getzels makes much more manifest direct or indirect activities and interactions with 56 PART I Fundamental Principles and Concepts

others who are brought together for a common communities. Examples include Christian, purpose. Examples include a professional group scholarly, or communist communities. (Getzels, such as teachers or professors who make up an 1978) educational community, a teachers’ union, or a philanthropic community. Getzels’s revised and latest models make much •• Ethnic community is established through more explicit the cultural setting of the school as a affinity with a particular national, racial, or social system. The concept of culture, the mainstay of socioeconomic group. Italian, Black, or upper- anthropology since its beginnings, is not new. Recently, class communities are examples. the concept of organizational culture has enjoyed tre- mendous appeal in both popular and professional man- •• Ideological community is established in a agement literature, particularly as it relates to school particular historic, conceptual, or sociopolitical improvement (Bulach et al., 2016b) and student learn- community that stretches across the local, ing (Bulach et al., 2016a). administrative, social, instrumental, and ethnic

PRO/CON DEBATE SCHOOL-BASED MANAGEMENT distribute or

In many school districts, the direction of school reform is a more ­professional workforce. Professionals away from the bureaucratic patterns of top-down control need a wide sphere of influence. They must have and toward more autonomy for those who are assigned the authority to change whatever needs to be to the site, that is, the school. Theoretically, the super- changed to meet standards. intendent and central office staff relinquish elements of post,3. School-based teams ensure that everyone with a their authority to a school-based team consisting of the stake in a matter is consulted. Their decisions are principal, teachers, parents, students, and community likely to be more workable because all perspec- members. The expectation is that the school-based tives are considered. team will make better decisions because they better understand the needs of students and teachers at the school. Arguments CON Question: Does school-basedcopy, decision making enhance 1. Teachers’ expertise is in teaching and learning, student learning? not managerial decision making. When teach- ers serve on school-based teams, their attention and energies are deflected away from ensuring Arguments PRO increased student learning.

not 2. Teachers expect administrators to make school- 1. Issues related to the curriculum, resource allo- cation, and personnel assignments impact based decisions. If teachers wished to engage classroom instruction. When teachers serve on in a wider area of decision making, they would school-based teams, they are in a position to become administrators. Domake decisions that enable student learning. 3. Most school-based teams have difficulty because 2. Teachers must be held more accountable. We so many different perspectives are on the table. are increasing teacher certification require- Many points of view are mutually exclusive, so ments and teacher salaries in order to secure weak compromises are reached. CHAPTER 2 Organizational Structure 57

SUMMARY

1. Key elements of organizational structure provide management, and frames of organization, is the a framework for vertical control and horizontal antithesis of the ideal bureaucracy. Supportiveness, coordination of schools. These key elements include shared leadership, flexibility, and employee growth job specialization, departmentalization, chain of and development are the keys to participatory command, authority and responsibility, centralization/ management. decentralization, line and staff authority, and span of 4. Compliance theory, mechanistic and organic control. organizations, and strategy-structure typology are 2. According to this view, division of labor, abstract alternative approaches to organizational structure. rules, vertical hierarchy of authority, impersonality in These approaches integrate several ideas from the interpersonal relations, and advancement based on classical and participatory management models and competence characterize the ideal bureaucratic structure. the fundamentals of organizational structure.

3. The participatory management model, Theory X and 5. Getzels’s models of the school as a social system Theory Y, immaturity–maturity continuum, System have proven to have enduring appeal and widespread 4 organization, moral leadership, school-based application in the administrationdistribute of schools.

KEY TERMS or

organizational structure 33 staff authority 35 compliance theory 45 job specialization 33 span of control 35 mechanistic organization 48 departmentalization 34 bureaucracy 37 organic organization 48 chain of command 34 Theory X and Theory Y 38 simple structure 51 authority 34 immaturity–maturitypost, continuum 39 machine bureaucracy 52 responsibility 34 System 4 organization 40 professional bureaucracy 52 decentralization 35 moral leadership 42 divisionalized form 52 centralization 35 school-based management 43 adhocracy 52 line authority 35 four frames 43 social system 53

DISCUSSION QUESTIONScopy,

1. What are the key elements of organizational structure, continuum, Systems 4 organization, moral and how do they function in schools? leadership, school-based management, and frames of not organization. 2. How does bureaucracy influence approaches to organizational structure, and why are many of the 4. Compare and contrast the alternative models of characteristics of Weber’s ideal bureaucracy still used organizational structure: compliance theory, mechanistic- Doin schools today? What are some dysfunctions of organic organizations, and strategy-structure typology. bureaucracy? 5. How can school administrators use social systems 3. Compare and contrast the participatory management theory to better understand how schools function? models: Theory X and Theory Y, immaturity–maturity 58 PART I Fundamental Principles and Concepts

SUGGESTED READINGS

Berliner, D. C., & Glass, G. V. (2014). 50 myths that Leithwood, K., Aitken, R., & Jantzi, D. (2006). Making threaten America’s public schools. New York, NY: Teachers schools smarter: Leading with evidence. Thousand Oaks, College Press. Berliner and Glass take a stark look CA: Corwin Press. Achieve a workable model for effec- at some of the worst ideas being promoted by school tively reshaping today’s school districts for positive out- reformers as ways to improve public education. comes by addressing three of the most central challenges in district and school leadership. Bolman, L. G., & Deal, T. E. (2008). Reframing orga- nizations: Artistry, choice, and leadership (4th ed.). San Morgan, G. (2006). Images of organization (Updated Francisco, CA: Jossey-Bass. In this updated version of ed.). Thousand Oaks, CA: Sage. Since its first publica- their best-selling classic, the authors explain how the tion in 1986, Images of Organization has become a clas- powerful tool of “reframing”—appraising situations sic in the canon of management literature. The book is from diverse perspectives—can be used to build high- based on a simple premise—that all theories of organi- performing, responsive organizations. zation and management are based on implicit images or metaphors that stretch our imagination in a way that Fullan, M. (2015). The new meaning of educational change can create powerful insights, but at the risk of distortion. (5th ed.). New York, NY: Teachers College Press. Fullan distribute makes clear his meanings for collaboration, partnership, Sarason, S. B. (2006). Letters to a serious education presi- deep learning, educational changes, and the changes nec- dent (2nd ed.). Thousand Oaks, CA: Corwin Press. In essary for whole system improvements. this new editionor of his original collection of letters, edu- cation luminary Seymour B. Sarason details how school Glickman, C., & Mette, I. M. (2020). The essential renewal reformers still have difficulty examining the differences of America’s schools: A leadership guide for democratizing schools between contexts of productive and unproductive learn- from the inside out. New York, NY: Teachers College Press. ing. Sarason’s acute insight into why school reforms fail Glickman and Mette provide a practical framework for forces us to ask how we teach all students. creating schools that are purposeful, moral, and successful.post,

copy, not Do