ORGANIZATIONAL BEHAVIOR LEADERSHIP

Organizational Behavior leadership

Organizational Behavior leadership

Question 1:

As we are aware of all the forms, language and descriptors from the world of business and industry has increasingly become part of the discourse of management and leadership as education providers and institutions have become increasingly company. In this sense, no term has received much exposure during the last decade that "learning organization." A recent Web search located 82,803 sites "learning organization" (36,000 when combined with education and 458, when systems thinking were also added). By way of comparison there are 66 102 sites of "performance indicator", 21,900 when combined with education. Now there is no denying that the term "learning organization" is invoked by covering a variety of beliefs of the system, and the religions that do not openly advocate a systems view. Moreover, the search for legitimacy often encourages proponents to borrow or use terms such as "nonlinear", "complex systems", "systems thinking", "feedback" so that they are sometimes idiosyncratic, and sometimes seemingly unaware of essential properties implied in these terms. (Singe 1990)

It has long been serious reservations about the "scientific approach" to leadership and management in organizations, which aims to identify general skills to provide the keys to successful management practices. They adopted a positivist approach in which a business nature or characteristics of individuals within it were considered minor. The so-called "paradigm wars" that arose as they were the basis of such assumptions challenged.

The publication of The Fifth Discipline (Singe, 1990) gave a new impetus for a reinterpretation of the direction of the organization, and how this has impacted on education is interesting. One passage describes how learning schools and The Fifth Discipline Field book later, despite its focus on business firms, found a large and avid audience of teachers, school administrators, parents and community members community who care about schools ". Now, the fifth discipline and fundamental "systems thinking" requires an understanding of the structure and behavior of nonlinear systems, and during the same decade, the popularization of chaos theory has led to a series of attempts to apply its principles and views to the field of organizational management and leadership. Deterministic chaos is also associated with the center non-linearity.

The purpose of this paper is to examine the claims of the applications of chaos theory, insofar as they apply to leadership and management in educational organizations, and this implies, in part, an analysis of the properties of systems nonlinear. To meet this purpose the four articles in the Journal of Educational Administration have been selected as representative of this field of interest. The approach is based on selected texts of the respective articles, and analyzes their claims from the perspective of complex systems. System dynamics concepts. provide a framework for the claims and the implications of the arguments presented - an appropriate approach provided by the contemporary focus on "learning organization", and article references to the mathematical structure and behavior, feedback loops, the initial conditions, nonlinearity, swings, etc. (Rule, 1994)

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