Leadership in Education: Organizational Theory for the Practitioner, Second Edition

Marion writes in the preface, "Theories are little more than ivory tower artifacts if they cannot be translated into guides for actual leadership behavior." This idea permeates throughout Leadership in Education. Bridging the gap between the theoretical and the practical, Marion places organizational theory in broad historical and philosophical contexts to help readers see patterns in the material. Each major paradigm shift the field has undergone is examined in detail, along with the background shifts that accompanied them. All major organizational theories are covered: machine theory, human relations, structuralism, open systems, and finally anti-positivist theories. Each chapter opens with a list of objectives reflecting expected reader outcomes, as opposed to chapter intent. The objectives are implemented through discussion questions, suggested research topics, activities, and case studies. These items are embedded within each chapter rather than placed at the end, further facilitating a shift between the academic and the practical even within the book itself. Title Page 4 About the Authors 8 Contents 10 Preface 16 Introduction: An Overview of Leadership Theories 20 Organization of the Book 22 Features that Stimulate Thinking and Exploration 23 The Applicability of Leadership Theories 24 Part I: Leading Individuals 26 Chapter 1: Managing Tasks: Scientific Management 28 Overview and Chapter Objectives 28 Management versus Leadership 29 Frederick Taylor and the Scientific Management Movement 30 Worker Incentives 32 Separating Planning from Doing 33 Scientific Management and Social Justice 34 Decision Making from a Taylorian Perspective 35 Administrative Functions 37 Communication and Administration Management 38 Bureaucracy Theory 41 Critique of Bureaucracy Theory 42 Hyperrationality 45 Summary 46 Diary 46 Chapter 2: Leading People: Human Relations 50 Overview and Chapter Objectives 50 Elton Mayo and the Human Relations Movement 51 The Hawthorne Plant Studies 52 Three Traditions in Human Relations Research 55 Motivation and Worker Psychology 55 Informal Groups and Communication 61 Organizational Change 66 Summary 70 Diary 70 Chapter 3: Leading Tasks and People: Structural-Functionalism 74 Overview and Chapter Objectives 74 Chester Barnard’s Cooperative System 76 Philip Selznick and Institutionalism 77 Perspectives of Leadership 79 Machine Theorists and Management-of-Influence Leadership 80 The Tautology Trap 81 Different Types of Traits 81 Recent Resurrections of Trait Theory 82 Triggers 83 Heroic Leadership 84 Human Relations and Management-of-Influence Leadership 84 Relationships in Leadership Theory 86 Structural-Functionalist and Management-of-Influence Leadership 86 The Ohio State School of Leadership 87 Management Styles of Effective Leaders 88 Summary 90 Diary 90 Chapter 4: Changing, Motivating, and Leading in Open Systems: Systems Theory 92 Overview and Chapter Objectives 92 The Open Systems Perspective 93 Characteristics of Open Systems 94 Mapping the Environment 95 Open Systems Theory: Feedback 95 Negative Feedback 96 Positive Feedback 96 Models of Open Systems 97 Open Systems and Change in Practice 99 Holistic Analysis of World Dynamics 102 Where Is It Now? 102 The Getzels-Guba Model of Organization 103 Criticism of the Getzels-Guba Model 106 Motivation and Open Systems Theory 107 Leadership and MBO—Management by Objectives 111 Communication and Open Systems 111 Information Flow 112 Information Overload 115 E-mail Flaming 117 Summary 120 Diary 121 Chapter 5: How to Lead: Contingency Theory 124 Overview and Chapter Objectives 124 The Premises Underlying Contingency Theory 124 Structural Contingency Theory 127 Differentiation 127 Conflict and Integration 128 Perrow’s Contingency Theory Model 131 Differentiation in Organizations 133 Size Affects Structure 137 Formalization and Integration 138 Centralization of Authority 138 Leadership Contingency Theory 138 Managerial Grids 139 Fiedler’s Contingency Theory 140 Path–Goal Contingency Model 143 Hersey and Blanchard’s Tri-Dimensional Leader Effectiveness Model 145 Contextual Conditions 149 Criticisms of Contingency Theory 151 A Primer and Caution on Contingency Theory Methodology 152 Summary 155 Diary 157 Chapter 6: Leadership as Relationships: LMX Theory 162 Overview and Chapter Objectives 162 LMX Theory 163 LMX Research in the New Century 167 Stage 4 LMX 168 Being Alike or Being Different 169 LMX Scales 170 Summary 171 Diary 171 Chapter 7: The Change-Oriented Leader: Transformational Leadership Theory 174 Overview and Chapter Objectives 174 Situating Transformational Leadership Theory 175 What’s the Difference? Transformational and Transactional Theories 177 Morals not Management 177 Transformational and Transactional Leadership Combined 178 Background Work and Tools of the Transformational Leader 182 Background Work: Self-Reflection 183 The Elements of Transformational Leadership 186 Idealized Influence 186 Inspirational Motivation 187 Individualized Consideration 188 Intellectual Stimulation 189 Impacts of Transformational Leadership 189 Critiques of Transformational Leadership 191 Will the Real TL Please Stand Up? 191 Transformational Leadership and Founder’s Syndrome 192 Morality under Fire 193 Transformational Leadership’s Power Problem 194 Summary 197 Diary 197 Part II: Leading Collectives 202 Chapter 8: Leading through Conflict 204 Overview and Chapter Objectives 204 Conflict Theory 205 Conflict and the Structural-Functionalist Perspective 207 Task and Personal Conflicts 209 Conflict and Alliances 211 Complexity Theory, Contagion, and Conflict 216 Interaction 217 Tags 217 Triggers 219 Summary 220 Diary 221 Chapter 9: Loose Coupling, Decision Making, and Sensemaking 224 Overview and Chapter Objectives 224 Loose Coupling 225 Coupling and Stability 226 Leadership and Change 227 Change and Dissemination 228 Decision Making 229 More on Why Decision-Making Capacity Is Limited 230 Decisions in a Garbage Can 233 Sensemaking 235 Seven Properties of Sensemaking 237 Sensemaking and Leadership 242 The Mann Gulch Disaster 244 Summary 246 Diary 247 Chapter 10: Encouraging Innovation and Building Fitness: Complexity Theory 250 Overview and Chapter Objectives 250 What Is Complexity? 252 What Does Complexity Theory Do That Other Organizational Theories Cannot Do? 254 Complex Adaptive Systems 256 Emergence 256 Organizational Knowledge 258 Change 260 Leadership of and in Complex Systems 262 Administrative Leadership 263 Adaptive Leadership 263 Enabling Leadership 264 Context 264 Model of Complexity Leadership 265 Complexity Leadership in Schools 268 What Does This Mean for Practitioners? 268 Examples 270 Summary 274 Diary 274 Chapter 11: Schools as Cultures: Cultural Approaches to Leadership 278 Overview and Chapter Objectives 278 Conceptualizing Culture 279 The Elements of Culture 281 Behavioral Regularities 281 Climate 283 Interpretive versus Postpositivist Approaches to Culture 285 Organizational Culture Typologies 286 Defining a Culture Inductively 287 An Interpretive Framework 289 The Functions of Culture 290 Dysfunctional Cultures 291 Theory Z 292 Leadership and Impacting Culture 294 The Critique 297 Total Quality Management 297 Summary 301 Diary 301 Part III: Three More Explanations of Leadership Behavior 304 Chapter 12: Interrogating Organizational Management and Control: Critical Theory 306 Overview and Chapter Objectives 306 Critical Theory: Marxist Beginnings 307 Marxism: Structuralist Underpinnings 308 The Frankfurt Contribution and the Import of Ideology 310 The Not So Innocent Side of Rationality: An Ideological Tool 311 Surveilling Self: Continuous Improvement and Progress 314 The Velvet Gloves: Integration, Family, and Democracy 318 Critical Feminist Perspectives 320 Early Feminist Theory 320 Critical Feminist Theory 321 Critical Race Theory 324 Summary 327 Diary 329 Chapter 13: Leading in a Manufactured Reality: Institutional Theory 334 Overiew and Chapter Objectives 334 Background 335 The New Institutionalism 337 Socially Constructed Reality 338 Fields 339 Institutionalism and Legitimacy 340 Isomorphism: Why Schools Look So Much Alike 341 Coercive Pressures 342 Mimicry Pressures 343 Normative Pressures 344 Early and Late Adopters 345 Leadership and Manufacturing Reality 347 Institutionalism and Change 349 Institutionalism and Critical Theory 351 Summary 352 Diary 353 Chapter 14: Evolution of the Organizational Animal: Population Ecology Theory 358 Overview and Chapter Objectives 358 Population Ecology 359 Environment 360 Social Evolution 362 Variation 362 Selection 366 Retention 367 Types of Organizations 369 Leadership in Professional Bureaucracies 372 Shortcomings in the Professional Model 373 The Failure of Organizations, Movements, and Ideas 375 Leadership 378 Summary 381 Diary 381 Index 384 "With new coauthor Leslie Gonzales, Russ Marion maintains the tradition of well-balanced, well-researched, and lively discussions of classic and contemporary leadership theories and their applications. The extensively revised Second Edition adds coverage of leader-member exchange theory, sensemaking, group conflict, and critical race and critical feminist perspectives, as well as a fuller treatment of transformational leadership. The authors begin with a brief look at the pros and cons of general entity- and collectivist-based approaches to leadership, reflecting key debates in the leadership literature. Next, readers encounter the history and applications of specific entity-based theories, followed by a discussion of conflict theory, which provides an apt transition to the exploration of collectivist ideas. The book finishes with coverage of critical theory, institutionalism, and population ecologytheories that focus more on the organizational context for leadership than on leadership styles. Throughout this updated edition, the authors use metaphors and real-world examples from inside and outside educational contexts. Numerous figures, case studies, roundtable discussions, group activities, and reflective exercises engage readers and accelerate learning. Link Forward and Link Back sections reference upcoming or previous chapters to show that theories are dynamic. Leadership in Education, Second Edition, raises the bar for understanding and reinforcing practical applications of various theories in settings and situations that school administrators are likely to encounter"--Publisher's description Marion & Gonzales offer well-balanced, well-researched, and lively discussions of classic and contemporary leadership theories and their applications. They lay out the theory, provide an application, and then address leadership issues relevant to school administrators. The authors begin with a brief look at the pros and cons of general entity- and collectivist-based approaches to leadership, reflecting key debates in the leadership literature. Next, readers encounter the history and applications of specific entity-based theories, followed by a discussion of conflict theory, which provides an apt transition to the exploration of collectivist ideas. The book finishes with coverage of critical theory, institutionalism, and population ecology theories that focus more on the organizational context for leadership than on leadership styles. Real-world examples from inside and outside educational contexts; case studies, roundtable discussions, group activities; and reflective exercises engage readers and accelerate learning.