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111 Cards in this Set
- Front
- Back
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Fredrick W. Taylor (1911)
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-Engineer
-Scientific Management- scientific job analysis, selection of personnel, management cooperation, and functional supervision |
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Fayol (1949)
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-engineer
-5 basic functions- Planning, Organizing, Commanding, Coordinating, and Controlling -14 Principles stressed- chain of command, allocation of authority, order, efficiency, equity, and stability |
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Gulick (1937)
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7 functions of Management-POSDCoRB- Planning Organizing, Staffing, Directing, Coordinating, Reporting, Budgeting.
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Weber
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-Classical Organizational Theory
-first concept of bureaucracy -division of labor and clear outlined work functions |
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Hawthorne Studies
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Productivity influenced by interpersonal relationships not $ or environment
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Kurt Lewin
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Change Theory- AA, Weight Watchers...members participate in decisions
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Chester Barnard (1938)
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Wrote textbook- The Functions of the Executive. Says the importance of effectiveness- organization's goals are in balance with individual's. Effectiveness and efficiency.
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Douglas McGregor
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Developed Theory X and Theory Y. Manager's perceptions of people control organizational practices and organizational structure.
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Theory X
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average person dislikess work, avoids, and likes to be directed by authority. Management must be coerce,control, direct, and threaten.
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Theory Y
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Work is play or rest and commitment to the objectives of the org. is a function of rewards for achievement. Personnel accept and seek responsibility. McGregor supports Theory Y.
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Abraham Maslow (1970)
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Psychologist who developed Maslow's Hierarchy of Needs- motivated by wants, some more fundamental than others.
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Maslow's Hierarchy of Needs
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1. Physiological Needs- Oxygen, Water, Food, Physical Health, and comfort. 2. Safety needs- safe from danger, attack, and threat. 3. Belongingness and love: need for positive loving relationships 4. Esteem: to feel valued to value oneself. 5. Self-actualization: the need to develop one's fullness/potential
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Maslow's Prepotent Needs
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Physiological well-being and safety (have to be satisfied first). Once these are satisfied motivated to higher needs of B,E,SA
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Chris Argyris (1990)
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Immaturity-maturity continuum- infant, child, teenager, adult. As ind. mature they need more activity to reach independence. Teacher's want to be treated like adults but modern organizations treat them as if they are immature
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Rensis Likert (1979)
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System 4 Organization- 1. Exploitive/Authoritative- limited supportive leadership, motivation based on fear, no teamwork, etc. 2 and 3 are slow progression away from 1. System 4: participative group- high level of trust, confidence, communication with superior, teamwork, highly effective.
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Blake and Mouton (1994)
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created leadership theory that has 2 dimensions- concern for production and a concern for people.
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Fred Fiedler (1984)
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Created Contigency Theory- work environment affect how leaders perform. 3 variables: leader-member relationship, task structure, and positional power
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Hersey Blanchard (1997)
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Created Situational Leadership- leader should adapt his/her style to the maturity of the follower. 2 types of maturity: job maturity and psychological maturity
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Peter Senge
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Developed Systems Theory- ties all together. Looks as problems and goals as larger structures that are interrelated, aligned, and interdependent. Con't to effect each other over time. RELY ON TEAMWORK- well organized and tries to eliminate random acts
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Bureaucratic Model
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Max Weber- division of labor w/ highly specialized jobs, rules, hierarchy of authority, impersonality, and competence.
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Participatory Model
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emphasis on employee morale and job satisfaction for the result of higher work productivity.
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Sergiovanni
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Value Added Leadership- 4 B's: Bantering, Building, Bonding, Banking. What people believe is what matters most; thus, values are motivators.
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Edwards Deming
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TQM (Total Quality Management)- people want to do their best and management's job is to enable them to do so by constantly improving the system.
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Bolman and Deal (2003)
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Frames of Organization- 4 frames: structural (goals, roles, relationships, org. structure), human resource (needs, feelings, prejudices, skills, and limitations), political (competition and conflict of power and resources), and symbolic (culture of org.-rituals, heroes, myths, stories).
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Etzioni
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Compliance Theory-emphasis on power. 3 types of power- coercive (makes employees hostile), utilitarian (motivated by extrinsic factors), normative (affected intrinsically). 3 types of involvement- alienative, calculative, and moral.
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French and Raven with Compliance Theory
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5 bases of social power- Legitimate Power (Leaders influence through offices), Reward Power (leader rewards followers), Coercive Power (leads via threat of punishment), Expert Power (other's perceive leader to be an expert), Referent Power (others personally identify and like them)
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Getzel and Guba
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School as a Social System- everything is interrelated and aligned. Whole with shared vision/goal.
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Basic Structures of an Organization
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Job Specialization (elem,middle,HS), Departmentalization (personnel, curriculum, finance, etc), chain of command with flow of authority and responsibility, authority is the right or power to make decisions that direct the work of others, decentralized organization (delegate power), superior has dir. supervision over a subordinate, span of management is the # of subordinates reporting to the supervisor
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How Leaders Influence Cultures of Schools
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Leaders read the culture, uncover and articulate core values, work to fashion a positive context, communicate core values, honor and recognize, observe rituals/traditions, recognize hereos, speak of mission of school, celebrate accomplishments, focus on students by telling sotries of success and achievement
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Maintaining OC (Organizational Culture)
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Richard Pascale- Selection of entry-level candidates (good fit), humility-inducing experience, job mastery, reward and control systems, adherence to values, reinforce folklore, consistent role models
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Change OC (Org. Culture)
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External Enabling Conditions, Internal Permitting Conditions, Percipitation Pressures, Triggering Events, Cultural Visioning, Cultural Change Strategy, Culture Change Action Plans, Implementation of Interventions, Reformulation of Culture.
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Theory Z
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Ouchi- culture of whole organization. Values long term employment, consensual decision making, ind. responsibility, slow evaluation and promotion, informal control system, defined measures of performance, commitments to employee's life.
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Andrew Halpin and Don Croft
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Questionnaire for openness and closedness of the interactions teacher to teacher and principal to teacher. Believed one can "feel" the difference of each school and that each school has it's own personality. Personality correlated with School Climate.
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Wayne Hoy and John Tarter
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(OHI) Organizational Health Inventory- Instrument to assess the school climate. 3 levels- institutional, administrative, and teacher.
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Ronald Edmonds
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Effective Schools are characterized by: strong leadership, orderly and humane climate, frequent monitoring of student progress, high expectations and requirements for all students, and a focus on teaching important skills to all students
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Lawrence Stedman
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Effective schools- attention to goals involving cultural pluralism & multicultural ed., & an emph. on responding to student's personal/social needs, and skills.
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Larry Cuban
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list of effective school indicators: comparison of expected levels and current levels, analysis of levels in prior grade compared with present grade, achievement scores between similar schools, subgroups of students, analysis of grade inflation & how it skews achievement
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What energizes human behavior?
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Content Theories of Motivation
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Frederick Herzberg
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Motivation-Hygiene Theory- job satisfiers and dissatisfiers. Dissatisfiers- concerned with working conditions (hygiene). Satisfiers- feels of achievement, growth, and recognition (motivation factors)
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David McClelland
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Motivating needs- power (drawn towards influence and control), affiliation (social nature), and achievement (challenge of success)
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How does motivation occur?
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Process Theories of Motivation
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Victor Vroom
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Expectancy Theory- motivated if positive relationship between effort and performance. i.e.) perfom better if they get a good performance eval
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Sigmund Freud
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behaviors are related to goals: motives(want, needs, drives, impulses) and goals (power, praise, rewards)
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Edwin Locke and Gary Latham
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Goal Setting Theory Model- 1. difficult and specific goals lead to higher task performance, 2. goals affect performance with dir. attention and action, mobilizing effort, increasing persistence, motivating search for appropriate perf. strategies 3. feedback necessary 4. goal committment 4. individual differences are not related to goal setting performance
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Leithwood and Duke
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6 categories to leadership: 1. instructional 2. transformational 3. moral 4. participative 5. contingency 6. managerial
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Trait Theories
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identify specific personal characteristics- physical, personality, social, ability to lead
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Bass
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found leadership traits- assertiveness, decisiveness, dependability, persistence, self-confidence, verbal fluency, creativity, persuasiveness, tact. However, does not guarantee or the absence prohibit effectiveness
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Bernard Bass and Ralph Stogdill
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5 dimensions of personality traits: 1. surgency (assertive), agreeableness (sympathetic and cooperative), conscientiousness (responsible), emotional stability (calm, steady, and self confident), and intellectance (imaginative and broad minded)
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Behavioral Theories
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leaders' patterns of activity, managerial roles, categories of behavior- what does the leader's actually do?
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Lewin, Lippitt, and White
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Iowa Studies- diff styles effect subordinates: Authoritarian, Democratic, and Lassez Faire. Found subord. preferr democratic, laissez-faire over authoritarian, chaos over rigidity, productivity higher with authoritarian then democratic, but lowest in laissez faire
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Stogdill and Coons
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Ohio State Studies- Structure and Consideration
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Rensis Likert
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Michigan Studies: Production centered and Employee Centered
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Contingency Theories
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Situational factors- nature of the tax, nature of external environment. Effective leadership depends on the interaction of the leader's personal traits, behavior, and situation
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Fiedler's Contingency Theory
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contingent on the leader's motivational system and the degree which the leader controls and influences the situation
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LPC
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Least Preferred Co-Worker Scale- asked to describe the who she worked least well with. High LPC- realtionship motivated (employee centered), Low LPC is task motivated (production-centered)
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Martin Evans, Robert House, and Mary Baetz
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Path-Goal Theory- change behavior to fit situation (directive, particpative, achievement-oriented and supportive leadership)
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Tannenbaum and Schmidt
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boss-centered leadership and subordinate-centered leadership: 5 patterns of leadership behavior- telling, selling, testing, consulting, and joining.
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Reddin
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3 dimensional model- ineffective (missionary, compromiser, deserter, autocrat), basic styles (related, integrated, separated, and dedicated), and effective (developer, executive, bureaucrat, and benevolent autocrat
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Bernard Bass
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Transactional Leadership- exchange of valued things (economical, political, psychological in nature)
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James McGregor Burns
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Transformational Leadership- raise them to new levels of morality and motivation, concerned with values (honesty, fairness, commitments)
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Peter Drucker
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Classical Decision-Making Model- assumes decision making is a rational process. 6 steps- identify the problem, generate alternatives, evaluate, choose the best, implement the decision, and evaluate the decision
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Victor Vroom and Phillip Yetton
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Vroom-Yetton Normative Model- assumes in decisions a leader should accomplish:quality, acceptance, and timeliness
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Andrew DuBrin
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5 advantages of participatory decision making- QUAJAC:quality, understanding, acceptance, judgement, accuracy, and creativity
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Bodo Glasser
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groups produce more and better solutions to problems than individuals
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John Miner
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problems with participatory decision-making: group think pressures, risky shift, escalation of commitment
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Pressures of Organizational Change
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Accountability, Changing demographics, teacher/admin shortage, technological change/knowledge explosion, complexity of processes and people
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Common Resistance to Change
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Interference with need fulfillment, fear of the unknown, threats to power and influence, knowledge and skill obsolescence, organizational structure, limited resources, collective bargaining agreements
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Reducing Resistance
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Kurt Lewin- force field analysis: 1. increase driving forces, reduce the resisting forces, and create new driving forces. Change occured in 3 phases- 1. unfreezing, moving, and refreezing. Reduce resistance: participation, communication, support, rewards, planning, and coercion.
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Successful leader characteristics with change
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visionary, schools are for learning, value human resources, communicate and listen effectively, proactive, take risks
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approaches to change
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individual and group
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PPBS
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Planning Programming and Budgeting System
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PERT
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Program Evaluation and Review Technique- analyze tasks in a given project
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GANTT Charts
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Amount of time tasks will take across a progression
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PPM
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Program Planning Model- involving customer groups in the development and review of new programs
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Personnel Selection Criteria
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fit, expertise, and diversity
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6 steps in the interview process
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introduction, obtain info, provide info, respond to questions, conclude interview, evaluate candidate
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2 types of reference checks
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letters of recommendation and follow-up telephone inquiries
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6 problems in interviews
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unfamiliarity with the job, premature decisions, personal biases, applicant order, hiring quotas, emphasis on neg. info
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Morris and Cogan
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Theorist in supervision: 1. est. supervisor-teacher relationship, plan the lesson with the teacher, plan the strategy of observation, observe the instruction, analyze the teaching-learning process, plan the strategy of the conference, conference with the teacher, renew planning
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Marginal Teachers
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lacks bell to bell planning, does not teach to the curriculum, students become easily distracted or off task, lacks enthusiasm for students/teaching, doesn't provide meaningful and timely feedback to students, poor relationships with students, poor instructional skills, unorganized lessons/classroom, doesn't est. expectations, lacks knowledge of subject matter
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Collective Bargaining
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process of negotiating and implementing a contract- rights and duties of employees and management with respect to wages, hours, working conditions, and other terms of employment.
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Impasse
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both parties are unable to reach agreement on the contract
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1012.01
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Year of service 196 days or longer
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1012.05
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Teacher recruitement or retention
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1012.06
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temporary assignment for up to 2 years
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1012.07
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critical shortage teaching areas- math, science, career ed., and high priority locations
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1012.21
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Dept of Ed duties- periodic criminal check, database of terminated employees, suspension or enial of teaching certificate due to child support delinquency, conferences for professional development, school related employee of the year, reports of collective bargaining, pay, and benefits
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1012.22
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powes and duties of school board- positions, appointments, nominations, salary schedule, performance pay, written contracts, transfer/promotion, suspension, dismissal, return to annual contract, rewards, incentives, planning/training teachers, staff dev.
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1012.23
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can employ a relative that you will supervise
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1012.2315
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assignment of teachers
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1012.24
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emergency of great teacher shortage- can hire any person deemed qualified
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1012.25
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school officers turn over money and property to successors
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1012.26
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legal services for employees
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1012.27
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powers and duties of superintendent: recommends duties and responsibilities, minimum qualifications, $ schedule, contracts, transfers, suspensions
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1012.28
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duties of school principals: supervise his/her personnell, recommend empoloyement to superintendent, asst teachers, provide instructional leadership, administration of corporal punishment or student suspension
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1012.31
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Personnel Files: no anonymous letters, relates to work performance/discipline/suspension/dismissal, written within 45 days of incident, copy to employee, employee can answer in writing, public can request in writing to examine personnel file, everything is confidential until the conclusion of investigation, all records/info/data
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Qualifications of Personel
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Fingerprinting, 18 years of age, professional certificate in FL, background check, arrest record
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Contracts
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any employee is entitled to a written contract- containing dismissal provisions during the term for just cause.
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Just Cause Termination
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misconduct in office, incompetency, gross insubordination, willful neglect of duty, conviction of a crime involving moral turpitude
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Violating Contract
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May not leave during contract unless release from the school district
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Probabtionary Period
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newly employed includes a 97 prob. period- maybe be terminated w/o cause or the employee may resign w/o breach of contract. Once past 97 day has right to stay until the year ends. Maybe be non-renewed the following year. 2nd year doesn't have 97 day but can be non-renewed. May be dismissed if just cause and teacher has been afforded procedural due process
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Professional Services Contract
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3 probationary years w/in a five year period with same school district demonstrating mastery of professional ed. competence
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Teacher Induction Program
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New teacher must complete unless graduated from FL ed. program, completed Alt. cert program, or possess professional teaching cert from another state w/ a min. of 2 years experience
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NEAT
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Notification, Explanation, Assistance, and Time is given 90 days to correct w/ inservice and evaluations of progress. Within 14 days of the 90 days a recommendation of termination or con't employment is sent to the superintendent. If notified at the end of the year, employee is given time to improve the subsequent year
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Contest Termination
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Must be w/in 15 days of receipt of notification, hearing w/ school board or w/ administrative law judge (60 days of the written appeal) where ALJ will make a recommendation
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Assessment Procedures
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School district is responsible, support school district improvement plans, provide instruments, procedures, cirteria, mechanism for input, teaching competencies, specialized skills, peer asst. process, training for evaluators
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Assesment Procesure primarily based on
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performance of students assigned to their classroom or schools, atleast once a year, use data, discipline, knowledge of subject, instructional needs, competencies. Evaluator must receive a report no later than 10 days after assessment.
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Education Practices Commission
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17 members- 7 teachers, 5 admins, 5 citizens- serving 4 years. They interpret and apply standards of professional practice, revoke or suspend a cert., report to state board of ed., and adopt rules to implement provisions of the law.
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Steps in dealing with complaints of teachers
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1. formal complain filed with FL DOE, 2. investigation by FL DOE, 3. notificationof cert. holder and superintendent, 4. FL DOE makes recommendation to Ed. Practices Commission if probable cause, 5. Commission Appoints an Attorney, 6. EPC notifies and investigates, 7. Cert holder responds, 8. EPC orders peer review, 9. EPC makes final order
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Retirement
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atleast 25 years of service and atleast 50 years of age without benefits until age 62
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Optional Retirement Benefits
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paid throughout his or her life, or at that time in a reduced retirement allowance with death $ goes to beneficiary, reduced amount so living spouse can accept benefits
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