PME 812 - Organizational Learning
Digital About Me: How I view organizations
Adobe Stock. (2020). Aerial View of Business People Piecing Puzzle Pieces [Image]. Retrieved from https://stock.adobe.com/uk/search?filters%5Bcontent_type%3Aphoto%5D=1&filters%5Bcontent_type%3Aillustration%5D=1&filters%5Bcontent_type%3Azip_vector%5D=1&filters%5Bcontent_type%3Avideo%5D=1&filters%5Bcontent_type%3Atemplate%5D=1&filters%5Bcontent_type%3A3d%5D=1&filters%5Binclude_stock_enterprise%5D=0&filters%5Bis_editorial%5D=0&filters%5Bcontent_type%3Aimage%5D=1&k=organisation+puzzle&order=relevance&safe_search=1&search_page=1&search_type=usertyped&acp=&aco=organisation+puzzle&get_facets=0&asset_id=70499516
In my view, organizations are metaphorically a puzzle for several reasons:
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The puzzle pieces represent the key role that every member of an organization embodies and their contribution to the daily functionality of the organization. It is only in the completion of the puzzle, in the interconnectedness and harmony that each piece represents, that an organization can function in a similar manner. Should a piece be missing, then there is the potential for a destabilization in the organization until the empty slot is replaced or found.
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I feel that I am a vital contributor (piece) to the success of my organization.
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In the above image, a gentleman is holding two pieces which represents the fact that in many cases, a member of an organization is not only skilled in their own role, but can assume the role of others if needed and/or possesses numerous skills that can further benefit the organization. However, this also suggests that there may be more than one person capable and, even doing, the same "job" within an organization which can be redundant and needs to be addressed.
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The anchoring pieces of a puzzle, the corner and edge pieces, suggest that a hierarchy exists in organizations. For example, some members/participants hold positions of greater influence and power than others and are looked upon as the key elements that surround and unit other members in the same way that the corner and edge pieces keep the puzzle anchored.
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Finally, I chose a puzzle for this assignment because I see organizations as such; a bit of a mystery - a foggy realm. This is one of the reasons why I am taking this course. I am hoping to begin a new chapter in my life, that of an educational leader. In order to do that, I must dive deeper into the ins and outs of service sector organizations.
Module 1: Introduction to Organizational Theory and the Four Frames
Discussion Topic 1: Exploring Views on Organizations and Leadership
Please click on the link to the right to view my completed worksheet for this discussion topic. It explores my views on organizations and leadership.
Discussion Topic 2: Reflections on Readings and Video
Module 1 begins with the acknowledgement that we are in an organizational shift. Where the structures previously put in place to drive productivity are now being updated and modernized. Human resources, once requiring strict supervision and limited accessibility to particular tools to get the job done are now branching out into less stringent environments; working from anywhere at any time. The symbolic 4 by 4 cube that dominated what typical organizations called “the office” is experiencing a revolutionary change (Coplin, 2013). But the politics, the sense of trust among colleagues, the power-play between the ever-existing hierarchical structure of an organization remains, with managers and leaders facing perplexing problems needing strategic solutions; striving to find the balance between effective leadership, job security, and a forward-moving organization. Bolman and Deal second this statement by outlining that “[t]he demands on managers’ wisdom, imagination and agility have never been greater, and the impact of organizations on people’s well-being and happiness has never been more consequential” (p.7, 2017).
However, what is summarized above, begs the answer to the following question: How do organizations strike a balance between the ingrained influences of the four frames (structural, human resources, political and symbolic) in an organization? The problem lies in one’s personal affiliation to one or maybe more particular frames. This causes our root values to be ingrained in one of these frames and therefore causes us to resort to what we are familiar with as a solution as opposed to what could be, should we look at the situation differently.
The solution, therefore, seems to lie in one’s ability to “re-frame” the problem; to be able to ask the right questions as to “[enhance] the ability to break [and I suggest to merge] frames (p.14, 2017) … ‘This skill set involves framing difficult concepts quickly, synthesizing data in a way that drives new insight, and building teams that can generate future scenarios different from the world they see today’” (Caldicott, 2014, as seen in Bolman and Deal, p.15, 2017). And, Helen Demarco’s case study is a perfect example of re-framing gone wrong.
I have worked with three leaders in my 14-year career so far. Each has brought with them a variety of different experiences however, their leadership has also been influenced by their own believed personal strengths that have remained rooted in organizational structure and politics. This has led to difficulty fostering change and a genuine sense of disconnect between our leader and our role as educators. It has been the cause of many issues in our school.
The following questions remain after our readings for Module 1:
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Which frame is more influential?
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When mission statements are created, are the four frames considered?
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What is the consequence when a manager or leadership’s role requires the use of values and expertise from all frames? Where can help be sought?
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How can the four frames present themselves in organizations?
Additional Resources:
The following article entitled 5 Required Skills for Leading Change by Joseph Folkman came up on my LinkedIn feed. It states that effective leadership needs to 1) Foster Innovation 2) Act Quickly 3) Maintain Strategic Perspective 4) Develop External Perspective and 5) Inspire and Motivate. This falls closely in line with what Bolman and Dean and even Coplin are suggesting. An interesting quick read for those interested.
References:
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. (6th ed.) Hoboken, NJ: Jossey-Bass.
Coplin, D. (2013, September 25). RSA ANIMATE: Re-Imagining Work. Retrieved January 15, 2020, from https://www.youtube.com/watch?v=G11t6XAIce0.
Folkman, J. (2020). 5 Required Skills For Leading Change. Retrieved 17 January 2020, from https://www.forbes.com/sites/joefolkman/2020/01/16/5-required-skills-for-leading-change/#37bebbd06a16.
Discussion Topic 3: Reflections on Helen Demarco Case
Helen Demarco’s approach to this situation supports the notion that people are inclined to resort to what they know and are comfortable with. It is clear that of the four foundations that are present in an organization, she has prioritized the human resources pillar whereas Osborne favors the structural pillar. As a result, when a moment to bridge the gap between these pillars presents itself, Demarco remains resolved to protect what she feels is most important; the human part of the organization.
What stood out for me in this scenario was the blatant disconnect between the hierarchical levels in an organization. Osborne, although seemingly knowledgeable in his own regard, quickly administered a judgement of the company’s performance, without much consultation with the people who run it, instead of creating an opportunity to pick apart the problem in a more systematic and diplomatic way. The same can be said about Demarco. Instead of taking the initiative as a top manager to begin discourse in the effort to come to an accurate and reasonable conclusion, she assumed the worst and her actions were fed by her own fears and the insecurities of her team, which prompted her to lead them in the direction of deceit. Although one may commend her for her ability to keep her team safe from potential down-sizing, reorganization or even layoffs, I have a very hard time commending these actions since this act of protection was a cowardly result of dishonesty and a waste of a substantial amount of money.
Although she was able to lead her team in this scheme of deception, I do not feel her team was following her based on her leadership skills but rather for the protection of their own situation. Had she chosen a bolder approach, that of initiating a slew of brainstorming sessions and opening the lines of communication between the hierarchical levels of the organization, her team would see this as strong leadership qualities, for she would be showing her dedication to the success of the company and, at the same time, her support for the people who run it. I am confident she would have had support from her team, had she chosen this route, despite the fact that it would have required more effort on her part. Anything worth fighting for requires effort. Demarco failed to flip the situation on its head; she failed to reframe it. She failed to embody the definition of a good manager. Bolman and Deal define a successful manager as being able to “reframe, consciously or intuitively, until they understand the situation at hand. They use more than one lens to develop a diagnosis of what they are up against and how to move forward” (2017, p.19).
As a result, I give Demarco a grade of D-. Her actions have clearly shown what Bolman and Deal indicate as “a chain of misjudgment, error, miscommunication, and misguided action that our best efforts fail to avert” (2017, p.26). Her actions reflected the sum of what she internalized over the years as the only possible option. As a result, she was a manager that lacked the knowledge, perhaps even the experience, of “frames to generate multiple stories, the skill to sort through the alternatives, and the wisdom to match the right story to the situation … [she was] imprisoned only to the extent that [her] palette of ideas [was] impoverished” (p.21). Furthermore, she exemplified how her choice of action allowed her to “avoid undiscussable issues” and this played into the notion that “[w]e can’t solve problems without dealing with issues we have tried to hide” (p.35). Finally, she was victim of, and contributed to, the overall cognitive biases felt by her and those at the top; particularly her presentation of “too much data” and her “need to act quickly” resulting in “false beliefs and narratives” (p.37). She was too focused on the “world she perceived” (p.39) which prevented her from “the ability to reframe” (p.40) this situation thus leaving her with a feeling of “frustration and failure” (p.31).
References:
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. (6th ed.) Hoboken, NJ: Jossey-Bass.
Module 2: The Structural Frame
Discussion Topic 1: What is your leadership orientation?
Results for Erika Stanischewski:
Leadership Orientation Scoring Chart
References:
Lee G. Bolman and Terrence E. Deal. (1988). Reframing Organizations: Artistry, Choice and Leadership (San Francisco: Jossey-Bass, 1991, 1997, 2003).
It seems that I am almost tied between being a Structural (17 points) and Symbolic leader (18 points). I knew that I was going to lean towards structure since I am a strong supporter of a well-defined organization whereby value is placed in making proper decisions that are supported by exhaustive data and interpersonal analysis. I strive to make the right decision and I am often negatively affected when others (or the organization included) fails to comply to what I see as rules. I am pleasantly surprised with the fact that I am a Symbolic Leader. I am often seen as the person with "new" ideas. When I speak of them, I am passionate and able to convince others of the benefits of trying these ideas. I have reformed the way my science department approaches laboratory activities. By conducting "station" labs, we were able to reduce the amount of materials and equipment needed, create a collaborative working environment between students, teachers, and lab technicians, and utilize this type of methodology to promote critical thinking which is one hidden part of the curriculum that does not get much attention, although it is required of our students. I am, therefore, quite inspired by this outcome and I hope to take it further in my career.
I was quite taken aback at the fact that I did not score high enough in the Human Resource frame (14 points). I am concerned about this, and am wondering what is the reason for such a low score? Is it my personality? My previous experiences with others?
Finally, I knew going into this that I fear politics. I see how dominant political leadership can be, and it terrifies me that one can be driven by politics alone. Therefore, I am not surprised that I scored lower for this frame (11 points).
It is clear that one's leadership strategy can vary depending on what type of leader one is. My question is whether a balance can be struck and/or is one strategy better than the other?
Discussion Topic 2: Comparing Organizational Charts
Circular/Round Organisational Chart
Reference:
Lee, K. (2019). A round org chart. [image] Available at: https://open.buffer.com/org-chart/ [Accessed 29 Jan. 2020].
Client Centered Organizational Chart
Reference:
Lee, K. (2019). A customer-centric org chart. [image] Available at: https://open.buffer.com/org-chart/ [Accessed 29 Jan. 2020].
Non-hierarchical (Flat) Organizational Chart
Reference:
Flat org chart example. (n.d.). [image] Available at: http://www.orgcharting.com/non-hierarchical-organization/ [Accessed 29 Jan. 2020].
Discussion Topic 3: Reflections of Readings, Video, and Case Study
The readings on the structural frame, the case study, and the video, seem to boil down to a common theme; the importance of a shared and relevant mission that can be supported by a structure that is conducive to seeing this mission succeed, but that depends on the role of the leader in an organization. I would like to reflect on this theme in the three required sources for this module.
The Case Study: Who Should Create the School’s Vision?
The case study concentrates on an imbalance between what the leader and her employees assume her role as being. This plays a crucial part of the central conflict in this case study. Susan, the newly appointed principal, envisions a flat organizational chart and she is therefore, in support of an organizational structure that would push for equal opportunities to voice opinions and create common goals for the organization. Susan believes that “vision statements [among other decisions regarding the goals of the organization] should be developed collaboratively by those who have vested interest in public schools” (n.d., p.8). On the other hand, Helen, the elected chair of the committee, envisions an organizational chart that is more hierarchical in nature. She prefers that Susan draft all documents regarding the school’s mission, vision, and philosophy, and that it would then be reviewed by the members of the committee. This is a drastic difference in opinions about central authority, and it can cause progress to grind to a halt. A united and respected agreement on the roles of the members of an organization are crucial for an organization to move in the right direction.
The Video: Public School Culture and Organizational Theory
Dr. Bridwell-Mitchell speaks passionately about the message that a school is projecting. She acknowledges the complex dynamics that influence how a school is run, and stresses how numerous interactions between all stakeholders, including a strong influence from outside sources, play a significant role in the development, and often strict maintenance, of a school’s culture. As a result, it becomes difficult to “change” a school’s culture when so many stakeholders are invested in it. I feel the message she is trying to convey is that a school should project a clear stance on how it sees itself as a functioning organization, in that it has to embody a clear organizational theory about leadership and the interactions it has with all stakeholders involved. Many times, this message is convoluted and requires clarification. I also feel that this, as outlined by Dr. Bridwell-Mitchell, is at the heart of the ongoing struggle that slows a school’s evolution.
The Readings: The Structural Frame
Part 2 of Bolman and Deal’s book, Reframing Organizations, plays devil’s advocate. Right from the beginning they outline that “[t]he right combination of goals, roles, relationships, and coordination is essential to organizational performance … [t]he right structure combats the risk that individuals, however talented, will become confused, ineffective, apathetic, or holistic” (2017, p.47). They then proceed with extensive explanations and scenarios that discuss organizational structures, their effectiveness and weaknesses. This, in the end, arms us to exercise critical judgement as we look at our organizations of interest, and how the theory presented here meshes with out own views on leadership and organizational theory.
In the end, it has left us with a lot to consider. It also does not necessarily provide us with concrete answers. But, it allows us to be better informed as we continue our understanding of the complexities of organizations.
References:
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership (6th ed.) Hoboken, NJ: Jossey-Bass.
Bridwell-Mitchell, Ebony. (2013, Jan. 30). Public School Culture and Organizational Theory. Retrieved from https://www.youtube.com/watch?v=o9cBdJ0dWzI
(n.d.) Who Should Create the School’s Vision.
Discussion Topic 4: Technology Challenge: Enter the Blogosphere
When looking at blogs, I was attracted to those that had more of a direct and implicit tone. I appreciate a strong voice oppose to more general in nature. The following table summarizes my observations:
Additional Observations:
General Theme of Most Blogs:
Neutral and explanatory to appeal to the general audience. This approach allows for individual judgement depending on one’s situation. It also acts as a form of general education as opposed to influential education on organizational theory.
What Makes a Blog stand out:
The author’s ability to convey a strong point of view in a market that seemingly steers clear of such opportunities. Being a leader in one’s views may certainly make one a target for either approval or criticism, but the tone in the writing is more passionate and appeals to me at least; a novice in organizational theory.
References:
(2020). [Blog]. Retrieved from https://fs.blog/2013/04/opinions-and-organizational-theory/
McQuarrie, F. (2020). [Blog]. Retrieved from https://allaboutwork.org/
Morrison, M. (2020). [Blog]. Retrieved from https://rapidbi.com/organizational-theory-and-behavior-walonick/
Module 3: The Human Resource Frame
Discussion Topic 1: Exploring Maslow's Hierarchy of Needs
My list of needs can be categorized into: essentials, companionship, communication and intellectual stimulation, personal care and health maintenance. I would therefore like to concentrate on how one of my needs satisfies ALL of Maslow's levels.
My very first need on my list were my children (one to be born in March). I could not imagine being away from them, nor could I imagine how they would cope if they were away from me. When I looked at how my children would be classified according to Maslow's levels, I was not able to place them in one category alone. For example, my children satisfy my psychological needs in that I provide them love and a sense of belonging, but they also provide that to me. My children satisfy my need for esteem since their acknowledgement of me as their mother is both, in my view, my primary role as an individual, but also a sense of security for them when we look at their needs. My children satisfy my self-fulfillment needs. I feel like I have a sense of purpose because I am their mother and caregiver. They also validate my existence, which is an example of self-actualization. Even when I look at the basic needs level, they provide me with a sense of security and I do the same for them. I find solace in their presence. I can literally feel this physically when I am away from them. I have this feeling of being unbalanced and insecure when they are not with me. This balance is restored when we are united again.
This leads me to believe that we need to consider the symbiosis of our needs just as Bolman and Deal outline the importance of this type of relationship within organizations (2017, p.117). In my case, a mutualistic relationship has been defined between myself and my children. Another question that needs to be addressed is, like my example with my children, are there needs that can satisfy more than one level of Maslow's Hierarchy? In my case, the answer is a resounding yes!
Finally, I agree that one must meet his/her basic needs, particularly the physiological needs, since one cannot exist without most of these basic requirements. But I question whether people are able to find their psychological needs met when and if they focus primarily on self-fulfillment needs? I know a handful of people in my professional life (that have become a part of my personal life) that have actively chosen (I would not use the word sacrificed since their actions are conducted more with conviction rather than necessity) to pursue their self-fulfillment needs over-and-above their psychological needs; at times even obviously in lieu of. They seem content at their choice and seem to live a satisfying life. Therefore, I wonder whether every need really is a necessity as Maslow suggests? It is stated that "The order is not ironclad" (2017, p.121), but can a level be completely omitted? Or, as Maslow suggests, do "reversals occur when lower needs are so well satisfied early in life that they recede into the background later on" (p.121)?
References:
Bolman, L. G. & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. (6th ed.) Hoboken, NJ: Jossey-Bass.
Discussion Topic 2: Reflections on Readings, Video, and Case Study
I found the resources of this module vital for my understanding of how the human resource frame plays a role in my definition of a good leader. As I aspire to take on more leadership roles in my career, I find I am struggling with obtaining a balance between all four frames, which indicates that I see leadership as a balancing act.
When addressing the important issue of motivation, I ask what motivates one to lead? I respect the message that the video provides us, in that one must have his/her basic needs met (which includes buying power and therefore adequate monetary gains), before he/she will demonstrate abilities and innovation in the workplace. What I found of valuable importance is the fact that people willingly give their time for intangible rewards solely for the feeling of having accomplished something; having contributed to what they think is the greater good (RSA, 2010). I can relate to this since I struggled a lot (and still do), with needing to be "seen" at work as a valuable contributor. My students see it, so did their parents, but not my leaders. It was my department head who saw my potential and has since pushed me to get involved in assignments and professional development opportunities that have provided me with such a sense of accomplishment without any additional financial gains or even praise. To me, this partially answers my question regarding what motivates one to lead. Perhaps its the need to impose or change the structure of the organization, or the desire to unite the skills in the human resource pillar (or improve oneself), or to mend political imbalance, or lead with symbolism and a vision. There must be motivation in one or more of these frames.
I found myself nodding and shaking my head while reading the chapters on the human resource frame. If I were to concentrate on one lingering question/requirement I still have about effective human resource management, it would be whether I could have evidence of more pragmatic human resource approaches oppose to frequent displays of "say the right thing" with no evidence of follow-through. I know this may come across as harsh, but as I shape my definition of good leadership, I simply cannot fathom myself as a leader who promotes the importance of human resources but then acts in another way. And I have seen this in my place of work. What I find unnerving is the frequency in which people find ways to "hide evidence" and "scheme" in order to protect oneself. How human dynamics is often about imposing blame and/or covering up as opposed to praising and seeing one's potential. Does this happen as often as is suggested? If so, how can this be allowed? In the end, is the success of an organization the human's ability to save him/herself? Is effective human resourcing a political balancing act? This is hard for me to digest at the moment.
I remember as an undergrad having to write my philosophy of education. Now that I have some experience under my belt and I am building my organizational and leadership knowledge, that I feel it necessary to formulate my philosophy of leadership.
If you were asked to do such an assignment, what would your philosophy be?
References:
RSA. (2010). RSA ANIMATE: Drive: The surprising truth about what motivates us [Video]. Retrieved from https://www.youtube.com/watch?v=u6XAPnuFjJc
Discussion Topic 3: Technology Challenge - Online Collaboration
I am relatively new to the online world. I have only recently signed up for LinkedIn. However since then, I have subscribed to a few valuable blogs/websites. My top two are:
Education Week (https://www.edweek.org/ew/index.html)
This site often comes up on my LinkedIn feed. It is american based, but it provides a variety of articles and blogs for so many relevant topics in education and educational leadership. For example, an article entitled "What Should Leadership Development Look Like" appeared on my feed on Sunday. The article discussions how a principal's (leader) role in education is changing and how employee expectations affect the success of their leader. As a person striving to make her way as a leader in education, I soak up resources like this with gusto. I recommend this blog/website for any educator since, as I mentioned, the topics are endless and one can find information pertaining to many educational interests. The article referred to above can be found here: http://blogs.edweek.org/edweek/finding_common_ground/2020/02/what_should_leadership_development_look_like.html
Leadership First (found on LinkedIn or here https://www.leadershipfirst.net/ )
As you can tell, my need to understand leadership is obvious by my following Leadership First on LinkedIn. This blog provides any form of information related to leadership including research, articles, and motivational slogans or phrases. I love this blog so much that I have even commented on posts (which is something I rarely do). Because there are 10 employees in this company, they respond to your posts which makes you (or me) feel validated. If you have been reading my posts, you will notice my need for professional validation. This being said, the blog is relevant to studying leadership. Again, I highly recommend this for anyone interested in topics related to leadership.
Resources:
DeWitt, P. (2020). What Should Leadership Development Look Like?. Retrieved 11 February 2020, from http://blogs.edweek.org/edweek/finding_common_ground/2020/02/what_should_leadership_development_look_like.html
Click on the button to the right to view and read the CASE STUDY Assignment for PME 812.
Module 4: The Political Frame
Discussion Topic 1: Reflections of Readings, Video, and Case Study
I was able to draw strong explanations from the results of my personality test and my leadership orientation from Module 2. According to the results of the personality test, I am a “Nurturer”. This title, and subsequent explanation, fits me so completely I was astounded at how accurate such a test can be. I concentrated on how my personality affected my leadership orientation and I was able to draw the following conclusions:
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I relish structure and organization and therefore, not surprisingly, I value the importance of structure in an organization and subsequently in a leader. This allows for rules to be upheld and followed. Furthermore, it ensures everyone is aware of goals and proper procedures for attaining them.
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I was worried that I scored low in the human resource category of the leadership orientation, and I questioned whether it was because of my personality. This personality test answers this for me. In essence, I am highly aware of others’ feelings and people find comfort in my ability to listen. However, I am introverted, and this clashes with the need to actively help others. Therefore, I am able to conclude that it is not my lack of willingness with others, it is my inability due to my introverted mentality (something to work on).
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I scored the highest in the symbolic category on my leadership orientation. This has now further been confirmed through the personality test since it states that I am able to “see ways of changing things for the better" and that I am “a powerful agent for social justice” (Meyer’s-Briggs Personality Testing). For anyone following my posts in this course so far, you will see how this is absolutely true. I am an advocate for social change if that change will relieve problematic issues. And, this is why I scored so highly in the symbolic category. Who would have known!
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Finally, I fear the political category and again I found out why through the personality test. As a “Nurturer” I have several weaknesses. These weaknesses surround the concept of politics such as suspecting others of hidden motives, reacting with anger or distress when I see something unjust or experience disagreements, and I have conflicting issues with what is right and wrong. This, is only an example of a few of the weaknesses I have that explain how I view and fear the politics in both my life and career.
The connections and associations I was able to make from the results of the personality test, my leadership orientation, and my concern for the political frame in both life and organizations, has been the biggest take-away in this course so far.
After having read the political frame chapters and watched the video for this module, I still feel unequipped to fully understand the complexity of the political frame. Although I agree that organizations should be learning organizations; to promote fast growth and success, I question whether those that are seemingly so, are not entirely. For example, if we examine the public school system in which I work, I question whether the administrators are in fact fostering an environment where we can be honest and open without fear of repercussions, as stated in the Harvard Business Review Video. Furthermore, there are no procedures in place that help us be straight-forward. Every time we take the initiative to do so, we are met with strong opposition from either administration or the school board. Therefore, the irony is so loud in this situation. Educational institutions, the very essence of a learning environment, do not promote learning environments for their staff. Unfortunately, this adds to my existing anxiety about politics at the organizational level.
I want to end this reflection with both a fear and a piece of hope in regards to the political frame. Bolman and Deal indicate “alliances and networks” as a source of power; they state “[g]etting things done in an organization involves working through a complex network of individuals and groups. Friends and allies make things a lot easier” (2017, p.192). I see this so often in my professional context. It is the proverbial “it is not what you know but who you know” and this, to me, is fear inducing. For example, our family circumstances (dad works shift and I start work at 7:30 am), requires me to out-of-zone my son to an elementary school that is close to the school I teach at. Since I am the parent responsible for morning drop-off, I will not make it to work on time if my son attends the school we are zoned for. I recently put in the request at the board and I am waiting upon a response. What I have been hearing over and over again is that the decision to allow my son to attend an out-of-zone school depends on “who I know” and not what is logically right. To counter this unfair feeling I quote Bolman and Deal “[c]onflict challenges the status quo … It is the root [to] personal and social change … [it] encourages new ideas and approaches to problems” (2017, p. 196). Since there is little choice but to have my son attend this out-of-zone school, I will have no choice but to engage in diplomatic conflict should he be refused. This quote provides me with the hope that there is a positive to conflict. My only concern is how exhausting it is.
References:
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artisty, choice, and leadership. (6th ed.) Hoboken, NJ: Jossey-Bass.
Harvard Business Review. (15 Dec. 2008) The Importance of Learning in Organizations. YouTube, YouTube, Retrieved from www.youtube.com/watch?time_continue=591&v=lUP4WcfNyAA&feature=emb_logo.
Myers-Briggs Personality Testing. Retrieved from: https://onq.queensu.ca/d2l/le/content/366332/viewContent/2055607/View
Discussion Topic 2: Tweet Deck Feeds
I had a Twitter account for about 4 months. I have since deleted it.
What kinds of information is coming through Twitter?
You can find quite a bit of information depending on what you are subscribed to. However, to narrow down what is valuable or not is time consuming and the multitude of irrelevant information almost discredits this form of information, in my opinion.
Do you find the information relevant to your professional life? Is it a valuable tool for organizational learning?
The inspirational educators and educational organizations that I followed did provide unique information at times. The general tone however, was more of self-promotion as opposed to insightful. This was one of the reasons why I deleted the app. I also find that as a teacher, we are limited to what we can and cannot say/post online (Bare in mind that I am very very new to the online world and the only social media platform I have is LinkedIn). I have heard stories of teachers that have been reprimanded both online and in person by a) their employer and b) parents, students, and people in their general surrounding. I do feel we have the obligation to be careful in what we put out into the online world, just like organizations have to use these platforms wisely. But, at the same time, I also feel limited into the ways in which I can utilize Twitter, for example, to learn about and influence others in what I feel is a positive way.
If the messages organizations send out is insightful and inspiring in nature, then yes one can learn from such a source. However, if it is more self-promoting and frivolous, then I would argue the opposite.
Discussion Topic 3: Political Mapping of a Policy Issue
Frame the Central Issue
A rushed bill by the CAQ government of Quebec has caused a radical change in the public school system. The Bill abolishes all school boards stating that schools are equipped to make decisions on their own and that this is an attempt at the decentralization of the educational system. “Along with abolishing school boards, the law also abolishes school board-level elections for the administration of francophone schools (but not English-language ones), alters working conditions for teachers, forces cities and towns to accommodate the real-estate needs of schools, and changes where parents can send their children to school” (Montpetit, 2020). There were concerns that school boards were mismanaging government money (and this made the news), an accusation that has fueled the CAQ government’s decision. However, the complicated new Bill has yet to be made clear to all parties involved including government opposition parties. School boards will now become service centers, and everyone is awaiting more information in regards to what this entails for all concerned.
Central Issue: The decentralization of school boards into service centers.
Identify the Key Players
Pro Decentralization
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CAQ Government
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Parents (Because they are said to now have more power in decision making)
Against Decentralization
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Opposition Parties (Parti Liberal, Parti Quebecois, Quebec Solidaire)
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School Boards (French and English)
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Administrators
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Teachers
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Parents
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Students
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Union Groups
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Municipal Authorities
Identify principal agents of political influence:
The above mentioned newly adopted Bill has been met with harsh criticism particularly because of the severe lack of transparency between the government, the opposition parties, and the concerned parties (general public). The Bill was pushed through by the ruling party therefore, undermining the democratic process. Contents of the Bill are still concealed to all opposing parties which adds fear and mystery to the decision. Therefore, the political influence of the highest power, the government, was so strong that even the democratic process that the western world prides itself on was refuted.
Analyze possibilities for mobilizing internal and external players:
Speculations and possible strategies to protest the government decision are beginning to circulate. The Bill passed at the same time that teachers are in negotiations for their collective agreements. Many are hoping for a demonstration from the Quebec Provincial Association of Teachers (Union) and with more information to come, the joining of forces between the English and French sectors (something Quebec has never seen) in protest, at least. The hope is there, since all opposition parties are in agreement that this Bill should not have passed as is. This collective union is again something Quebec has never seen.
Anticipate counter-strategies that others are likely to employ:
The CAQ government holds the power in numbers at the National Assembly. They have been and will likely continue, to enforce this power with any oppositional demonstrations that may arise. The question then is, to what level will this get to? What would it take to cause the government to make amendments to the Bill after democratic discussions with all parties concerned?
This is an example of "Society as Ecosystems" (Bolman & Deal, 2017, p. 230). "[T]he massive, swirling ecosystem in which businesses, government, and the public are embedded. A critical question in this arena is the power relationship between organizations and everyone else" (p.230). Perhaps the question should be: Where is democracy in the this type of political dynamics?
References:
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. (6th ed.) Hoboken, NJ: Jossey-Bass.
Montpetit, J. (2020). Quebec just killed its school boards after 175 years, but will students benefit? | CBC News. Retrieved 21 February 2020, from https://www.cbc.ca/news/canada/montreal/bill-40-kills-school-boards-after-175-years-1.5458564
Module 5: The Symbolic Frame
Discussion Topic 1: Reflections of Readings, Video, and Case Study
I was especially looking forward to reading this part of our textbook because according to my leadership orientation, I am a symbolic leader. What I found especially intriguing were the questions that guide our leading for this module being the link between politics and good leadership. Questioning why this was being asked within the context of the symbolic frame, I have geared my reflection to attempt to make connections.
Making Connections between Politics and Effective Leadership within the context of the Symbolic Frame
Bolman and Deal state right at the beginning of the chapters on the Symbolic Frame that “[l]eaders are bricoleurs, people who survey and use the materials at hand to help construct meaning systems” (2017, p. 236). In essence, leaders are responsible for utilizing resources to help create meaning out of them and, arguably, instill a bond between the stakeholders within, and associated with, an organization through the various symbols that are representative of the symbolic frame. This is especially enlightening to me because, if you remember, I was (and honestly still am) fearful of the political frame because there is a little bit of politics in just about everything. When I examine the root of the symbolic frame, I can see clearly that the everyday decisions, results, interactions, etc. that encompass examples of symbolism in an organization are carefully managed by those in leadership positions. In addition, good leadership should recognize the leadership potential in other members of the organization and solicit their input in a manner that helps elevate the vision of the organization. As a result, this presents a solid example of an effective organization, one in which the stories, vision, heroes, and everyday contributors are looked upon as valuable; creating an environment that is safe mentally and physically. When politics are added to this equation successfully, people should see the organization as politically positive which can only enhance its reputation within the community and build on the importance of its culture.
The following image outlines “13 Inspiring Traits of Exceptional Leaders” by Glenn Leibowitz.
I can summarize these traits as collaborative and politically positive. When this is linked to creating work environments that promote symbolism, the connections between leaders and the people they lead are welcoming and enlist compatible behaviors which, in turn, manifest into a strong sense of belonging and the push towards innovation.
This then meshes well with the video by Steve Johnson which stresses the importance of a collaborative environment for innovation. This falls in line with the effective traits of a good leader in that they, at the very least, are looking to collaborate with their employees. This also compliments the very notion of creativity; the importance of collaboration. Ideas, when played off of each other in an environment that is collaborative with a common vision under politically positive leadership, will flow more easily when there is no hidden agenda or the fact that a good idea will never see the light because of political red tape. Therefore, positive politics, something that leaders learn how to manage over time, are at the core of effective leadership, in my opinion.
If I relate this then to my own situation, I need to continue to gain skills in the political field and learn to hone in on positive examples of good politics/leadership. This will take time but will ultimately aid in my efforts to become a symbolic leader.
References:
Bolman, L. G., & Deal, T. E. (2017). Reframing organization: Artistry, choice, and leadership. (6th ed.) Hoboken, NJ: Jossey-Bass.
Leadership First (2020). 13 Inspiring Traits of Exceptional Leaders. [image] Available at: https://www.leadershipfirst.net/post/13-inspiring-traits-of-exceptional-leaders [Accessed 3 Mar. 2020].
Discussion Topic 2: Technology Challenge - Exploring how Organizations use Facebook
Option 2: Write a brief paragraph on your perspectives on the potential of social media generally for organizational learning.
The onset of social media has created opportunities for speedy access to information and this has empowered people to use this to their advantage since access to information is but a click away. As a result, organizations are using social media to inform the public in a timely manner. Some of these ways include advertising, organizational promotion which benefits the symbolic frame of organizations, newsworthy information (positive and negative), and general information about the organization. This can be seen as rather thorough and what makes it unique is the fact that the information is expected rapidly and is accessible to most. Additionally, because organizations seem to post to social media first, news resources tend to look at social media platforms as their main source of information. This can be interpreted in two ways 1) The information is accurate and therefore no more investigation is needed and 2) One has to be aware of the possible propaganda and false information being presented. Therefore, despite the ease in which information is available and often considered dependable, one still has to be careful using social media as the primary source of information.
What is undoubtedly clear is that "[w]ith the power of the Internet and of social networking, ideas and innovations can move quickly and inspire others to action" (Robinson, 2011, p. 266). This compliments the video we were asked to watch outlining the importance of innovation through collaboration. Social media is a means in which one can collaborate and often with people from diverse backgrounds and experiences which lends itself very well to this notion. Organizations are aware of this, and utilize its benefits regularly and I agree that there is a lot of value in being able to collaborate with others especially with cultural, religious and educational differences. Networking is an art in itself but one that can be encouraged to participate in it through social media.
Therefore, I am inclined to support social media as a means for promoting organizational learning. The speed in which information can be dispersed can also help in the symbolic aspect of the organization; creating awareness of an organization's vision through examples of its effectiveness in real-time.
References:
Robinson, K. (2011). "Learning to be Creative" pp. 245-283. In Out of our minds: Learning to be creative. John Wiley & Sons.
YouTube (2010). Where Good Ideas Come From. [video] Available at: https://www.youtube.com/watch?time_continue=2&v=NugRZGDbPFU&feature=emb_logo [Accessed 3 Mar. 2020].
Click on the button to the right to view our
Group Project: Four frame analysis of charitable organizations.
Organizational Analysis
Personal Multimedia Presentation
Module 6: Improving Leadership Practice
Discussion Topic 1: Promoting Diversity
We find ourselves in a privileged country where multinational representation is often the focus of many prominent institutions including government and higher education sectors. If I examine my closest metropolis, Montreal, I am astounded at the diversity represented throughout including eateries, shops, theater, and simply the diverse representation of the people walking along St. Catherine street during midday.
When it comes down to it, however, I feel that the organizations that play a prominent role in the definition of our society, are actively promoting and seeking diversity. They are making this part of their vision and goal; to be representative of the clientele they serve but from within. For example, Prime Minister Trudeau made a point to appoint a gender equal cabinet. He went further and appointed a decent representation of minority individuals. In this case, this was necessary in order to prove his, and Canada’s commitment to celebrating diversity. In higher education, we often hear of the successes of individuals from all backgrounds, races, and life styles. They are celebrated as academics and for their intellect as opposed to where they come from, what skin color they possess, or what religion they follow.
However, if we move away from organizations that take front and center in the media or our public day-to-day, we find a different scenario. Organizations that operate in less central settings, are more prone to remaining status quo, as in going about their everyday but with minimal focus on the promotion of diversity. To stress this point, I will examine my own place of work.
I work in a high school located north of Montreal. Our school is comprised of mostly Caucasian students with a small handful of religious minorities and students of color. The most obvious divide is the large amount of mother tongue French speaking students to mother tongue English speaking students. In terms of the composition of staff, we have a similar scenario, mostly Caucasian female employees, with some religious minorities, and we have no staff members of color. Furthermore, the majority of our students come from higher middle class families and, therefore, have no knowledge or experience in relation to poor socioeconomic status. As a result, the general mentality of our student population is that of entitlement. Students expect everything with the least amount of effort. They have not seen or experienced struggle on their own. I teach science, but having substituted in an ethics class, the general approach to topics of equality by the students is that of annoyance as opposed to heartfelt understanding and a drive to push for change. Among the staff, we even have ignorance between staff members. Some religious minorities preach their beliefs openly to others without respecting the backgrounds of those they are speaking to. In essence, it creates a scenario whereby we avoid talking about the “big issues” because it feels like it will cause more problems than solutions and this sentiment is what I believe other organizations may also be experiencing in secret.
Therefore, as much as we have made progress over the last 50 years, there is still so much more to do. We are now dealing with even more opportunities for the expression of diversity including ethnic minorities, LGBTQ, indigenous people, people of multinational origin and religious beliefs. All of these individuals have something of value to provide to organizations. Their perspectives, background, life experiences, education, and personal moral beliefs can provide a multitude of opportunities for organizations to embrace both diversity in its obvious form, but also in the possibility of innovation as a forward moving organization that recognizes the value in diverse human thought regardless what defines them. We do not see this in the day-to-day management as much as in major influential/public organizations. Therefore, it is in the small changes, the small acknowledgements, and the small movements towards diversity that we will actually witness it as an integral part of today’s small to large organizations’ vision.
Discussion Topic 2: Equity, Diversity and Inclusion
Diversity
As mentioned in the previous post for this module, my school is comprised mostly of Caucasian individuals, with small amounts of visual and religious minorities. The lack of diversity is often what makes for a superficial working environment. There is not much difference in personal culture and I believe that had it been the opposite, it would add significantly to staff discussions and ultimately push some decisions in the direction of positive change as opposed to the often status quo we have experienced for the last 6 years.
At the same time, our student population is minimally diverse and often come across as misinformed and naïve. The lack of diversity they experience on a daily basis puts them at a great disadvantage in terms of their knowledge and understanding of the world. Much more needs to be done at our school to make up for the gap that is a lack of diversity. Otherwise, we will be sending students off into the world thinking that these issues do not exist and give them a false sense of security that the world is always fair for all. We are doing them, and the people they will encounter, a great disadvantage.
Equity
Where I feel the issue of equity being a concern is in equitable leadership. One of the burning questions I have had throughout this course is whether the terms manager and leader were synonymous, and it was only until now that we are told that there is a difference between these two, as stated in Bolman and Deal. “You can be a leader without being a manager”, and vice versa (Bolman and Deal, 2017, p. 335). Within my school there is a significant problem in the managerial department. We are being subjected to authority, process, control and strict organization. There is no room for improving our vision and instilling hope in our future. Symbolic growth is virtually nonexistent and we are all feeling it suppress us on a daily basis. In this regard, we need to either change the control we are under, or come together to push for more leadership initiatives as opposed to succumb to the tight hold we are currently under.
Inclusion
The biggest issue in my school and arguably the board, is the issue of inclusion. We are all well versed in what inclusion should encompass, but we are facing a serious lack of resources in order to make inclusion truly happen in our school. Every year, attendant time is cut down drastically, the attendants themselves are overwhelmed or pulled out of their scheduled student assignments to work on administrative work. In addition, the transition to ICT as a means of integration was not thought out properly, since teachers are not trained on the assistive technology programs, are constantly looking for laptops/tablets that work, are requesting government funding for coded students to receive assistive technology that takes up a significant amount of time without any guarantee. All this to say, the majority of students are sitting in our classes, physically “included” but lacking almost all possible means to participate fully. Finally, not all teachers are even willing to abide by and respect what is outlined in each students’ inclusion plan. Many go with the flow but upon closer examination, they are not providing the support (human support) they are supposed to and parents are becoming more aware of what their child is legally allowed to, and teachers are finally being forced to implement what is legally required. For the reasons listed here, inclusion is the most burning problem faced in my school.
References:
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. (6th ed.) Hoboken, NJ: Jossry-Bass.