ORGANIZATIONAL MANAGEMENT a. ORGANISATIONAL CLIMATE 1. CONCEPT and DEFINITION An organization is a ―Social system of co-operation that is designed to enhance individual effort at goal accomplishment.‖ Organizations differ in terms of their goals, population—members, ideology, thereby every organization has its own unique atmosphere. This atmosphere which prevails in an organization is referred to as ―Organizational climate.‖ Organizational climate of an educational institution is thus, ―The general pattern of behaviour, sharing of beliefs and values that members have in common in any organizational setting.‖ Argysis (1957) used the term organizational climate for the first time and defined it as, ―general flow of behaviour and feeling‖. Taguiri (1968)– ― A relatively enduring quality of the internal environment that is experienced by its members and influences their behaviour and can be described in terms of particular set of characteristics of an organization.‖ Organizational climate is the summary perception which people have about an organization. It is thus a global expression of what an organization is.‖ –Schneider and Snyder (1975) 2. SCHOOL CLIMATE Morris Haynes: School climate is the sum total of a dynamic interaction among the psychological, academic and physical dimensions of the school environment. C.G. Michel: Organizational climate is the result of interpersonal behaviour, attitudes, perceptions and values of the individuals who are working in the organization Halpin: Climate is to an organization what personality is to a person. It is a frame of Reference within which its members interpret activities and events. School climate is: the result of interpersonal relationships, attitudes, feelings, perceptions, values of its members. It provides the frame/basis of reference for assessing efficiency of the institution. School climate is very individualized and unique. It depends on its cultural heritage, feelings, beliefs .It is stable over a period of time. Factors which affect school climate are: External factors: _ Government policies _ Change in curriculum _ Time management eg admission test and result, CET declared late _ Salary of teachers _ Competition _ Political and economic scene _ Social and cultural interferences _ Resource crunch and financial factors. Internal factors _ Competitions among staff _ Biasness _ Adopting unfair means _ Exploitation of teaching staff _ Relationships amongst staff and students, between staff members, staff and authorities. _ Improper distribution of work _ No compensation no incentives, no professional growth 3. TYPES OF ORGANISATIONAL CLIMATE Open climate: Teachers are not hindered in their work by the management or principal. They are friendly and intimate, not overloaded and motivated enough to overcome frustration and difficulties. This depicts a situation which has relatively more openness. Teachers are not hindered in their work either by the management or the school principal. They I work together without complaints or infighting. They are intimate and friendly with one another. Teachers are not overloaded and are motivated enough to overcome
difficulties and frustration. They have job satisfaction. They are proud to be related to the school. Autonomous climate: This has less openness than open climate. The headmaster gives almost complete freedom to teachers to provide their own structure-for-interaction so that they can find ways within the group of satisfying their social needs. Teachers achieve their goals easily , quickly and work together well and accomplish tasks of the organization..Morale of the teachers is high but not as high as in open climate. The principal runs the school in a business-like manner and remains aloof from teachers. He has set procedures and regulations which provide guidelines which teachers can follow. He is considerate and works hard himself to set examples. He is genuine and flexible. Controlled climate: This manifests lesser degree of openness than both open and autonomous climate types. The climate is marked by emphasis on achievement at the expense of satisfaction of social needs. All work hard and there is hardly any time for friendly relations with others or for deviation from established controls and directives. Teachers are expected to get work done and they expect to be told personally just how to do it. There are a few genuine, warm relations among teachers but social isolation is common. Job satisfaction is not from satisfaction of social needs but from task accomplishment. The principal is more result oriented, shows bossism. He has low human qualities and gives little love, warmth or sympathy to his teachers. He is dominative and directive, formal and impersonal, ego-centred. He delegates few responsibilities and does everything to keep the school moving. Closed climate: This is the most closed climate and the least genuine and it characterises the other extreme of the climate spectrum. The principal is ineffective in directing the activities of teachers; at the same time he is not inclined to look out for their personal welfare. The principal will be highly aloof and impersonal in controlling and directing teachers activities. He sets up rules which are normally arbitary. He will "go by the book" rather than get too involved personally with teachers and their problems. His words are hollow and himself possesses little thirst and he does not motivate the teachers by setting good personal examples. 4. DIMENSIONS OF ORGANISATIONAL CLIMATE The dimensions have been stated by ―Haplin‖ – in his Organizational Climate Description Questionnaire as; a) Teacher's Behaviour (Group Characteristics) 1. Disengagement refers to a teacher's tendency to be "not with it". It describes a group which is "going through motions", a group that is "not in gear" with respect to the task at hand ...In short, this focuses on the teacher's behaviour in a task oriented situation. 2. Hindrance refers to the teachers' feeling that the Principal burdens them with routine duties, committee demands and other requirements which they feel are unnecessary work. They feel that the Principal is hindering rather than helping their legitimate work. 3. Espirit refers to "morale" of teachers, a feeling that their social needs are being satisfied and that they are at the same time, enjoying a sense of accomplishment. 4. Intimacy refers to a teacher's enjoyment of friendly social relations with each other. This dimension describes a social need satisfaction which is not necessary associated with task accomplishment. b) Principal's Behaviour (Leader's Characteristics) 1. Aloofness refers to the behaviour of the Principal which is characterised as formal and impersonal. He "goes by the book" and prefers to be guided by rules and policies rather than deal with teachers in an informal, face-to-face situation. He keeps himself at least 'emotionally' at a distance from staff.
2. Production Emphasis refers to behaviour by the Principal which is characterised by close supervision of the staff. He is highly directive. His communications go in one direction and he is not sensitive to feedback from the staff. 3. Thrust refers to the behaviour of the Principal which reflects his evident effort in trying to "move the organization". This behaviour shows the Principal's attempt to motivate teachers through examples set personally. His behaviour is viewed favourably by the teachers. 4. Consideration refers to the behaviour of the Principal with an inclination to treat teachers 'humanely', to try to do something extra for them in human terms. 5. CHARACTERISTICS OF A DEMOCRATIC CLIMATE Behaviour: democratic, impartial and secular. Responsibilities: shared equally or as per job description. Freedom: within the rules and regulations to the work. Cooperation: Between the teachers as well as the teachers and principal. Recognition of an Individual: Appreciation and respect for each person. Coordination: In all activities among all involved. Flexibility: Adjusting according to the need and situation. Efficiency: Each one must do their job, no procrastination. Professional Growth : of the staff, opportunities must be provided to all. Human Relations: The staff must be friendly and understanding of the strengths and weaknesses of each other, understand the limitations and work together for the larger good. Leadership: Process by which the leader manages to influence the activities of others in choosing and attaining the given goals. Equality: Everyone is treated in the same manner, irrespective of their position or status. Justice: All are treated in a fair and just manner. b. ROLE OF LEADER: 1. Fostering Democratic Climate Leadership is defined as, ―A humanized activity or activities influencing groups of people to act for the achievement of specified goals.‖ An Educational manager as a leader has to win the respect and confidence of the people before, leading them. Thus leader should not exercise authority and command but power of influence in terms of advice, persuasion and suggestion. A democratic leader is the best type of leader. Here, the leader involves the group in; 1. Decision-making, 2. Gives required guidance, 3. Provides support and 4. Motivates This results in qualitative and quantitative efficiency in work, enhances team spirit and brings in growth. A democratic leader consults with group members on proposed actions and decisions. Encourages participation from the group in the management processes. Listens to the member’s opinions and then carefully proceeds towards action.
Qualities of a democratic leader (principal, teacher or student) are as follows;
Personality
Knowledge & Ability
Skills
• Character • Intelligence • Will power & judgment • Flexible & dynamic • Resourceful
• Educationally Qualified. • Professional • Teaching competence • Ability to appraise.
• Problem-solving • Communication • Human relations • Conceptual skills • Social skills • Administrator
• Imaginative, innovative • Emotional stability
2. Job Satisfaction Job satisfaction is associated with the difference between ―What is expected?‖ and ―What is perceived?‖
Expectation
Perception
Job satisfaction is defined as, ―A pleasurable or positive emotional state resulting from appraisal of one’s job or job experience.‖ -- E.A.Locke It refers to a set of favourable feelings with which employees view their work. Job satisfaction results from employees’ perception of how well the jobs they perform give them those things which they view as important to both themselves and the organization. i. Dimensions of Job Satisfaction Job satisfaction is an, “emotional response to the job situation.” Thus job satisfaction is inferred and not seen. Job satisfaction is usually determined by how well outcomes are met or exceed expectations. Job satisfaction represents several attitudes which are characteristic of a job, like type of work, pay, promotion, opportunities, supervision and co-workers. ii. Factors related to Job satisfaction Intrinsic aspect of the job. Supervision—Communication. Working conditions Wages---salary, benefits. Opportunities for advancement. Job security Social aspects– relations with principal and co-teachers and students. Personality factors. iii. Importance Ensures mental health of the staff. Ensures physical health. Reduces absenteeism and ensures that trained staff do not leave.
iv.
Spreads goodwill about the organization. Role of Leader (Principal) Should be able to recognise the strengths and weaknesses of the staff members. The leader must be democratic in nature and must value the opinion of every employee. In ensuring job satisfaction, the leader should try to provide for individual growth and satisfaction. The leader must play the role of a motivator—must push the boundaries. The leader must act as an advisor and counselor helping the employees to overcome their frustrations.
c. CLASSROOM MANAGEMENT What is Classroom Management? Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behaviour by students. Classroom management is ―The process of setting up an activity in class, monitoring it, and following it up.‖ Classroom management is the orchestration of the learning environment of a group of individuals within a classroom setting. According to specialists in the field of education, classroom management aims at encouraging and establishing student self-control through a process of promoting positive student achievement and behaviour. Classroom management focuses on three major components: content management, conduct management, and Classroom as a Learning Community. i. Content Management "Content management occurs when teachers manage space, materials, equipment, the movement of people, and lessons that are part of a curriculum or program of studies―. (Froyen & Iverson). Content management aims at gaining and maintaining student cooperation in learning activities. Content management, places a special emphasis on instructional management skills, sequencing and integrating additional instructional activities, and dealing with instruction-related discipline problems. In order to manage content teachers need to plan and design appropriate instructional tasks. They should also bring in variety in lesson plans and prompt students to discuss or evaluate the materials that they are learning. In addition, teachers must supervise student comprehension or understanding on a regular basis. ii.
Conduct Management "Conduct management refers to the set of procedural skills that teachers employ in their attempt to address and resolve discipline problems in the classroom" (Froyen & Iverson) Conduct management involves; 1. The teacher's establishment of expectations for student behaviour, which are expressed through rules and procedures. 2. Rules indicate the expectations for behaviour in the classroom, and for how one interacts with one's peers and the teacher. 3. Procedures have to do with how things get done. 4. Rules can be, and frequently are, developed with the students' help, which increases compliance. 5. An effective conduct management plan also refers to teacher control and administration of consequences.
iii.
Classroom as a Learning Community ―A learning community is explicitly a place where caring, responsive people nourish each other’s learning in the context of authentic relationships‖. --Miller, 2000. A learning community is a group of people who share common values and beliefs, are actively engaged in learning together from each other. The stress is on the fact that the classroom is a social system. There is a teaching –learning relationship between the teacher-student, also between the students. A lot of the activities in a learning
community involve group work, where the students learn from one another and also from each other. When a classroom is considered as a learning community, knowledge and understanding is gained not only from the text or teacher but also from co-students and other sources. A learning community involves collaboration and cooperation between each other. When a classroom becomes a learning community– it not only benefits the teacher but also the students. The role of the teacher becomes that of a facilitator and the students learn to generate their own knowledge and understanding through personal experiences and relations with each other.
