Organizational Behavior Essay Example

motivation in the workplace. In my opinion, this factor is the most valuable. However, this concept only takes into account compensational motivation. Money can be a significant motivator in various industries, but what occurs when there is insufficient money to motivate?

The Classical Theory of organization is the last area to be considered and it introduces a new level of motivation. It emphasizes the inclusion of motivators such as ideals, values, beliefs, and the need for personal satisfaction in the organizational process (Owens, Valesky pg. 90). However, there is a negative aspect in this theory known as the "scalar principle". While a hierarchy is necessary, the belief in a lack of communication among different levels of the hierarchy is highly detrimental.

It is my conclusion that, as leaders, we need to find a common-ground between all of these concepts. Looking at history, it is evident that each of these concepts has had success at some point. Therefore, we should examine the principles that were successful in each concept and use them as a foundation. By integrating the positive aspects of each concept, we can develop a flexible and adaptable form of organizing. The concept of Organizational Behavior is crucial in achieving this goal as it considers various variables while maintaining structure and a methodical approach.

The flexibility of managerial style is opposite to the need for leaders to have a strong and unwavering vision of leadership. Any changes in this area should only result in a more robust and comprehensive vision. My vision for an educational organization is to create an environment that nurtures a passion for learning. To accomplish this,

it is essential to establish a culture of mutual respect and consistently exhibit the behavior we desire. Furthermore, it is part of my vision as educators to recognize our responsibility in educating the entirety of a child.

We need to educate children on how to be constructive contributors to society. This involves promoting collaboration and cooperation. This notion has greatly influenced my perception of an effective leader. To become a leader in educational institutions nowadays, it is crucial to comprehend one's personal interpretation of leadership. In my opinion, each individual should develop their own definition of what constitutes an effective leader. This is because this definition is closely tied to their unique leadership style.

Reflecting on my definition of leadership, one word that comes to mind is "inspirational". The Ed. 630 class and I have realized that effective leaders should inspire. This term truly encompasses effective leadership more than any other. An effective leader must identify the strengths of their team and bring them out in each member. Additionally, they must create an environment or atmosphere that is inspirational for students. Another important aspect of effective leadership is the ability to adapt to various circumstances.

Until now, I identified myself primarily as a transformational leader. However, after careful reflection, I have realized that I am actually more of a situational leader. A situational leader is someone who adapts their leadership style to suit the specific situation at hand, known as the "Right Style". Effective leaders must be able to analyze their team members and quickly make decisions based on the group's dynamics. Each team possesses unique strengths, and a skilled leader can

identify and utilize these strengths to create an optimum learning environment.

Reflecting on my personal leadership definition, I often consider my managerial style. I have come to realize that I increasingly prefer a team leadership style. The Blake Mouton model suggests that a Team Leader gives equal importance to production needs and the needs of people (Owens, Valesky). Naturally, this style serves as a strong motivator, but more importantly, it fosters a sense of ownership and satisfaction within the team. The team style of leadership aligns well with situational leadership, particularly for those inclined towards the participating side of the situational model.

Reflecting on the situational model, I realize that my decision-making style leans more towards being a seller. This understanding highlights my role as a leader focused on cultivating relationships and creating a nurturing environment for my students. As educators and paraprofessionals, it is essential that we do not confine ourselves to a single governing style or definition. Adaptability and fluidity should be embedded in our actions. Personally, I take great satisfaction in embodying these qualities. It is crucial to constantly remind ourselves why we are teachers – it is not for personal gain, but for the betterment of our students.

We are focused on teaching for the students, not for administrators or the school-board. As part of this team, we have a big responsibility that we must take seriously. In Ed. 630 at MSUM, we learned a lot about our leadership style and philosophy. It is clear that educational organizations are changing. Leadership is no longer seen as a boss or manager, but more like a coach. This coach

is not just someone who gives orders.

The role of an individual in a team is to inspire others. The importance of teamwork is significant, and this section will present three positive outcomes that occur when teams are formed within an organization. The first outcome I will discuss is the distribution of workload, which becomes more balanced through teaming. The second outcome is improved communication among staff members as a result of teaming. Lastly, teaming creates an environment in the classroom that reflects the desired atmosphere. Those who have experience in the teaching profession are aware of how challenging it can be.

As the demand for data-driven assessment increases, there is also a growing need to distribute the workload among staff members. Forming teams is an effective method of dividing responsibilities, leading to various benefits. Collaborative work fosters a sense of ownership and involvement in achieving common goals. Ultimately, these factors contribute to enhanced motivation, as professionals become excited about the journey toward accomplishing objectives rather than feeling overwhelmed by the tasks at hand.

One advantage of creating teams is the improved communication among staff members. The use of a Team Dimensional Profile can be helpful in determining the patterns followed by individuals. It is essential for leaders to consider these patterns when forming teams in order to enhance communication. Principal Loren Kersting of South Elementary in West Fargo has successfully implemented this approach, resulting in significant improvements in staff communication. Moreover, this has led to a decrease in the amount of time spent by Mr. Kersting dealing with faculty members.

Teaming enhances communication by providing opportunities for staff to express

their opinions. Without teaming, communication in the organization tends to be hierarchical, with administrators and staff losing touch. However, when teams are established, communication becomes balanced. Teamwork also creates an environment that reflects ideal classroom dynamics, as teachers often fall into the mindset of "do as I say, not as I do."

When we as teachers are unable to work as a team, how can we expect our children to do so? Creating teams within the organization shows that the organization practices what it preaches. Consistency is key for an effective institution. Teaming can be a valuable tool in leading an organization. It divides the workload evenly, enhances communication, and fosters the desired environment for our students. These are only a few advantages of teaming.

As I establish my role as coach, I am eager to uncover new advantages of teamwork. It is crucial for leaders like ourselves to examine the components that make up our schools' organizational climate. This examination will help guide our interactions with staff and our choices. When considering my own circumstances, I believe they are similar to those of any other educational institution. I agree with Owens' diagram on page 200, which accurately depicts the factors that impact school climate. However, the diagram suggests that these factors have an equal influence on the climate.

In my experience, certain factors have a greater impact on culture than others, with the organization overwhelmingly influencing the culture of my schools. The interaction-influence system plays a crucial role here, emphasizing the interdependence between the structure and interaction within an organization. Upon reflection, I have realized that

the climate of my school is determined by the effectiveness of communication. In my opinion, the communication among teachers at my school is highly maintained and student-driven, which I consider to be of utmost importance.

This idea creates a pupil-centered climate and culture where teachers discuss students' questions and concerns in order to offer the best opportunities. It is clear that this approach positively affects the organizational climate. The aspect that I think requires evaluation is the communication between leadership and teachers, which I believe is a common problem in schools. Like in many institutions, there is a breakdown in communication between the administration and faculty, resulting in lower motivation, indecisiveness, and negative emotions.

The scalar principle is not effective, as evidenced by its detrimental impact on the climate of our school and other schools. It demonstrates how a leader can significantly affect the organizational behavior of their staff, both positively and negatively. As leaders, it is crucial for us to identify the key factors that influence a school's climate, recognizing that these factors may vary depending on the situation.

When defining an organization's culture and climate, a leader must consider numerous variables. The study of organizational culture requires an examination of established symbols, such as heroes/heroines, traditions, and beliefs. At South Elementary, these three symbols greatly impact the school's organizational structure. In the following paragraphs, I will discuss how each symbol is manifested in our school. Notably, at South Elementary, we take pride in our highly skilled and experienced staff.

Five teachers at South recently retired after having been "symbols" of the school for many years. These individuals significantly influenced

the school's organizational culture and were regarded as heroes/heroines by myself and others. They were sought out by fellow teachers for advice, teaching strategies, and friendship, which had a direct and indirect impact on the culture. Tradition played a significant role in defining South's organizational culture, which I believe was influenced by the low turnover rate among teachers.

At South Elementary, certain traditions have been established due to the strong bond between faculty members. These traditions, ranging from holiday programs to classroom parties, help shape the organization and strengthen the staff's bond. Additionally, teachers who have been in their positions for a longer time have also established their own traditions within the school, such as musicals and field trips. All of these traditions contribute to shaping the overall climate of the organization. Ultimately, South Elementary is often characterized by its belief system.

The “Diagnosing a School’s Culture” document included in the Ed. 630 course was most useful in the area I found. I discovered that South Elementary is shaped by the belief in high expectations for both the staff and the students, which has a significant impact on every aspect of the environment. This belief might be the sole reason for South Elementary's achievement of A. Y. P. during an almost impossible time. The central reason for the significance of this idea is that both teachers and administrators have high expectations, which are also clearly defined.

Defining expectations is vital for achieving success. This helps prevent miscommunication and confusion. Diagnosing an organization's culture and climate is a complex task. There are no clear-cut answers or definite conclusions. However, when

examining the supporting evidence, it becomes apparent that two factors greatly influence organizational climate: communication and perception. The way people communicate with each other and how they perceive situations and environments can have a long-lasting impact on an organization's success.

In order to comprehend as leaders, we must promote a climate of success and exploration rather than failure and limits. According to Organizational Behavior in Education, schools with this approach achieve higher levels of accomplishment. The book asserts that schools that prioritize supportiveness, open communication, collaboration, and intellectuality, while rewarding achievement and success outperform those that prioritize competition, constraint and restrictiveness, rules and standard operating procedures, and reward conformity (Owens, Valesky pg 221).

I believe this statement emphasizes the importance of creating an environment where symbols that shape the environmental culture are examined. As leaders, we should consider these symbols and strengthen those that have a positive impact, while addressing those that do not. Through my experience in Ed. 630 at MSUM, one thing has become clear when it comes to decision making: every decision is solely determined by the specific situation, and there is no universal solution to any problem.

This aligns with my previously defined style of leadership. According to the Vroom and Yetton taxonomy, there are three processes that guide decision making: autocratic, consultative, and group processes. In the following discussion, I will explain why leaders should and should not use a specific style depending on the situation, and also provide insights on how I personally make decisions as a leader. The first process is autocratic, which includes two styles: AI and AII. An AI leader "makes decisions based

on whatever information is available" (Owens, Valesky pg 304).

According to Owens and Valesky (pg 304), an AII Leader is responsible for obtaining necessary information from the group and making a decision. This implies that the group as a whole has little to no role in decision-making. Although this may seem unnecessary in most situations, it is actually beneficial and suitable when considering district policy and procedures. If a student violates a clearly stated policy, a leader can and should take immediate action without needing to consult the team.

In contrast, it is not appropriate to use this method when there is an uncertain situation or if it has a large impact on the group. It is crucial to exercise caution when employing this type of leadership. The second method of leadership is consultative and consists of two styles. According to Owens and Valesky (pg 304), the CI style involves discussing the problem or situation with relevant group members individually and then making a decision. On the other hand, the CII style involves sharing the problem with group members as a whole during a meeting and subsequently deciding.

This style eliminates group decision making, but keeps the group informed. It is beneficial when the leader wants to utilize the group's strengths and experience to make the best decision, while still maintaining final authority. This style is effective when a situation is clear and impacts the entire group, but not useful when the situation is ambiguous, individualized, or private. The final process is group-oriented.

The GI style of leadership, as described by Owens and Valesky (pg. 305), involves sharing the

problem with the group and facilitating efforts to reach consensus on a decision. This team-oriented approach is time-consuming and may not be suitable for making quick decisions. However, it can be highly effective in situations that impact student learning and require input from the entire group.

In my opinion, the use of this style should be encouraged whenever possible. Vroom and Yetton argue that all leadership styles should be examined through the lens of organizational behavior. Therefore, every situation should be approached differently. The leadership styles they suggest are just recommendations. I believe situational leadership is a solution that should inform many decisions. Leaders are assigned to their positions in order to accurately assess situations and make the most appropriate decisions. As a future leader, I aspire to make decisions that foster a student-centered and motivated environment.

As leaders, we encounter various situations, each with its own unique characteristics. It is important to base our decisions on the specific circumstances at hand. Vroom and Yetton developed a guideline for determining the appropriate leadership style for a given situation. Regardless of the scale, it is essential to acknowledge that change is an integral component of decision making. Personally, I believe that change holds immense power, capable of both forging and destroying relationships as well as entire organizations.

In the following passage, I will explain my perspective on organizational change and its impact on the organization, as well as how power influences change. It is difficult to imagine a world without change, as it would be devoid of life, uninteresting, and stagnant. The same can be said for education without change - it would

produce the same unexciting outcomes. When contemplating any kind of change within an organization, it is crucial to consider all the consequences. Nowadays, it is far too easy to make changes just for the sake of it, rather than changing with a specific purpose in mind. It is important to involve all individuals with a vested interest in a particular change.

In my opinion, a normative-reeducative approach is an excellent strategy for initiating change in an organization. This approach promotes collaboration and has a positive effect on productivity. The effects of change can be significant, as even the smallest variations can have a lasting impact on personal experiences and organizational dynamics. Similarly, in the field of education, well-thought-out changes, no matter how small, can result in considerable transformations. On the other hand, there are instances where large-scale restructuring efforts have produced no impact or even negative consequences.

When addressing change, a systematic approach is necessary. A thorough consideration of all aspects of an organization is essential for effective leadership in initiating change. Each organization is unique and constantly evolving, so it's important to understand its dynamics before implementing any changes. Based on my own experiences and observations, I have come to realize that power often gets misused, particularly in relation to state and federal guidelines. The "do it or else" mindset associated with power is proving to be ineffective.

The Power-Coercive strategy of change forces adopters to work in a failing environment rather than a successful one. While this strategy may be useful for political gain, it is not effective for educational purposes. It is crucial for leaders to balance power and

responsibility in order to create a system of checks and balances. Positive change is necessary for educational organizations to be successful, and leaders must carefully consider all aspects of change while maintaining a clear vision.

In order to effectively bring about change, it is important to have a clear understanding of how to do so. Throughout my time at West Fargo, I have witnessed a significant amount of change taking place. This school district has built a reputation for its remarkable growth, but is currently facing the challenge of limited space for students. The administration is doing their best to handle this situation, but it is clear that the people of West Fargo are a major obstacle in managing this change. In the West Fargo Public School system, decisions regarding the construction of new schools and facilities must be presented to the residents through a referendum.

After two unsuccessful attempts, administrators appear to be running out of alternatives. As leaders, it is crucial for us to have a vision that takes into account such potential situations. My vision is to be prepared with both educational precedence and philosophy, enabling me to guide a board in making informed decisions. Throughout Dr. Van Berkum's education course, I experienced a significant amount of self-discovery. In my view, this essay represents just the beginning of what I believe is encompassed by the concept of leadership. Ultimately, recognizing that one must continuously learn and evolve in their vision is invaluable.

As educational leaders, we have the responsibility of being pioneers and taking charge in the field of education. Educating children is undeniably one of the most crucial

professions in society today. In this essay, I aimed to demonstrate my understanding of what constitutes an effective leader. To achieve this, I discussed my perspectives on organizational theory, leadership, and culture. Moreover, I shared my personal insights on decision-making and also presented my growth plan within such an organization.