Next Steps: Adaptation and Use of an Established Organizational Model in Training Principals

1994 ◽  
Vol 4 (5) ◽  
pp. 529-542
Author(s):  
Emett Burnett
Keyword(s):  
Organizational Behavior ◽  
School Leadership ◽  
Educational Administration ◽  
Social System ◽  
Negative Effects ◽  
Conceptual Base ◽  
Conflicting Demands ◽  
Concern For Others ◽  
System Functioning ◽  
The Individual

Today's school principals are confronted with increasing and often conflicting demands for effective and accountable performance. Many of those demands center on essentially impersonal managerial tasks such as strategic planning, documentation and evaluation, while others focus on the humanistic imperatives of showing concern for others, nurturing staff talents and empowering faculty. The author has found the Getzels-Guba model of organizational social system functioning (Getzels and Guba, 1957; Getzels, 1958) to be a practical conceptual base for adaptation as a teaching tool to be used with principalship trainees in addressing such conflicting demands. The Getzels-Guba model as adapted by this writer has proven effective as an analytical aid used by graduate students in understanding the practical dynamics of the school leadership functions of the principal. The school is viewed as a social system, the functioning of which results in observable organizational behavior. The model is divided into an impersonal nomothetic dimension comprising the institution, role and expectation, and a highly personal idiographic dimension consisting of the parallel elements of the individual, his/her personality and his/her operative need-disposition. Simultaneous activity along both dimensions results in observable behavior with which the principal must deal. Although Getzels focused on the idio-graphic/nomothetic dynamics involved as existing within the individual, the author of this article has expanded the basic concept to include such interaction both within the individual and between individuals. Three types of possible conflict arising from the internal dynamics of the model were identified by Getzels: role conflict, personality conflict, and role-personality conflict. Each, as expanded and adapted by the present writer, is discussed in reference to its applicability to principalship training. The point is emphasized to students that by facilitating effective interface of the nomothetic and idiographic dimensions of the school social system, the principal can minimize the negative effects of conflict and help release the creative energy needed to attain organizational effectiveness. Emphasis is placed on experiences in using this adapted model with principalship trainees, their reactions to its applicability, and practical suggestions to facilitate its use as an aid in teaching. The author concludes by advising professors of educational administration to consider rational expansion and adaptation of existing models, theories and paradigms essential to their task of linking theory with practice.

scholarly journals Basic Assumptions of Organizational Behavior

NCC Journal ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 27-30
Author(s):  
Bhupindra Jung Basnet
Keyword(s):  
Individual Differences ◽  
Organizational Behavior ◽  
Social System ◽  
Basic Assumption ◽  
Conceptual Base ◽  
Selective Perception ◽  
Basic Assumptions ◽  
Motivated Behavior ◽  
Depth Analysis ◽  
Whole Person

The purpose of this paper is to do in depth analysis of the basic assumptions of organizational behavior. This paper is based on conceptual base reviewed from different books and research reports. The objective of the study is to identify the basic assumptions of organizational behavior. The paper concludes that there are two types of basic assumptions of organizational behavior. They are nature of people and nature of organizations. A basic assumption about nature of people incorporates individual differences, a whole person, and motivated behavior, value of the person, selective perception, and desire for involvement. A basic assumption about nature of organizations involves social system, mutuality of interest, and ethical treatment.

Cross-Cultural Exploration of School Leadership

2019 ◽  
Author(s):  
Roxanne M. Mitchell
Keyword(s):  
Organizational Behavior ◽  
School Leadership ◽  
Educational Administration ◽  
Cultural Practices ◽  
International Study ◽  
Vital Role ◽  
Cross Cultural ◽  
Systematic Research ◽  
Cultural Perspective ◽  
Successful School

Scholars have suggested that the study of school leadership has been dominated by Anglo-American and Western views. This has provoked a call for conceptual and empirical research on school leadership using a cross-cultural perspective. In their 2005 work, Dimmock and Walker provided a comprehensive Framework for the Study of Cross-Cultural School Leadership that responded to the deficit of non-Western views. They, along with others, have argued that principals play a vital role in shaping school culture and that there is a need to expand our conceptualization of culture to include organizational, local, regional, national, and global culture. Hofstede’s Model and the Global Leadership and Organizational Behavior Effectiveness (GLOBE) research program, initiated by Robert House in 1991, are examples of empirical models for the study of cross-cultural leadership. Ylimaki and Jacobson’s (2011) International Study of Successful School Principals (ISSPP) examined the common cross-cultural practices and policy concerns across seven global educational contexts. Their findings pointed to some common policy concerns that involve accountability, principal preparation, and the need for principals who are culturally competent. They stressed the importance of rigorous systematic research studies, reliable and valid instruments, and reconsideration of philosophies about educational administration that incorporate non-Western views and utilize a cross-cultural perspective. Some common practices cross-culturally included having high expectations, engaging in instructional and transformational leadership, shared leadership with teachers, capacity development, heroic leadership that challenged the status quo, and an emphasis on continuous learning and professional development.

Value-driven issues throughout the development of sociological theory

2020 ◽  
pp. 147-160
Author(s):  
Gulbarshyn Chepurko ◽  
Valerii Pylypenko
Keyword(s):  
Social Interactions ◽  
Social System ◽  
Sociological Theory ◽  
Social Scientists ◽  
Social Sphere ◽  
Technological Advances ◽  
The Social ◽  
The Individual ◽  
Different Levels

The paper examines and compares how the major sociological theories treat axiological issues. Value-driven topics are analysed in view of their relevance to society in times of crisis, when both societal life and the very structure of society undergo dramatic change. Nowadays, social scientists around the world are also witnessing such a change due to the emergence of alternative schools of sociological thought (non-classical, interpretive, postmodern, etc.) and, subsequently, the necessity to revise the paradigms that have been existed in sociology so far. Since the above-mentioned approaches are often used to address value-related issues, building a solid theoretical framework for these studies takes on considerable significance. Furthermore, the paradigm revision has been prompted by technological advances changing all areas of people’s lives, especially social interactions. The global human community, integral in nature, is being formed, and production of human values now matters more than production of things; hence the “expansion” of value-focused perspectives in contemporary sociology. The authors give special attention to collectivities which are higher-order units of the social system. These units are described as well-organised action systems where each individual performs his/her specific role. Just as the role of an individual is distinct from that of the collectivity (because the individual and the collectivity are different as units), so too a distinction is drawn between the value and the norm — because they represent different levels of social relationships. Values are the main connecting element between the society’s cultural system and the social sphere while norms, for the most part, belong to the social system. Values serve primarily to maintain the pattern according to which the society is functioning at a given time; norms are essential to social integration. Apart from being the means of regulating social processes and relationships, norms embody the “principles” that can be applied beyond a particular social system. The authors underline that it is important for Ukrainian sociology to keep abreast of the latest developments in the field of axiology and make good use of those ideas because this is a prerequisite for its successful integration into the global sociological community.

Grünbrücke Loterbuck A 4.2.9: Eine Erfolgskontrolle nach drei Jahren | Fauna Overbridge Loterbuck A 4.2.9: Success Control after a Period of Three Years

2000 ◽  
Vol 151 (8) ◽  
pp. 290-297
Author(s):  
Stephan Hatt
Keyword(s):  
Local People ◽  
Traffic Network ◽  
Negative Effects ◽  
The Individual

The expansion of the traffic network, in particular the construction of highways, has continuously diminished and divided into small sections the habitat of wild-living animals during the last decades. However, these negative effects can be minimised if suitable measures with regard to line-conduction and construction are taken against. One of these possibilities are the sown-down overbridges. It is essential that these constructions are planned and built in order to meet the requirements of their future users – the various wild-living animals. This study investigates the success of one of these sown-down overbridges. It is this the Loterbuck-overbridge on the A 4.2.9 near Henggart in the canton of Zurich, Switzerland. The focus of this investigation was to find out which species of wild-living animals use the bridge and how much it is frequented. Local people and specialists of the region were interviewed and tracks were picked up on site. Taking into consideration five criteria (species of wild-living animals, positioning and number of overbridges nearby, dimensioning and design of the individual overbridges), the interviews and tracks were assessed. The Loterbuck-overbridge is used by all larger wild-living animals of the region. Especially the browsing and rubbing tracks of deer show that the overbridge has been accepted not only as sown-down overbridge but also as habitat.

scholarly journals Optimal Nitrogen Fertilization to Reach the Maximum Grain and Stover Yields of Maize (Zea mays L.): Tendency Modeling

Agronomy ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. 1354
Author(s):  
Sergio E. Medina-Cuéllar ◽  
Deli N. Tirado-González ◽  
Marcos Portillo-Vázquez ◽  
Sergio Orozco-Cirilo ◽  
Marco A. López-Santiago ◽  
...  
Keyword(s):  
Nitrogen Fertilization ◽  
Zea Mays L ◽  
N Fertilization ◽  
Human Consumption ◽  
Alluvial Soils ◽  
Grain Production ◽  
Negative Effects ◽  
Maize Stover ◽  
The Individual ◽  
Quadratic Models

Utilization of maize stover to the production of meat and milk and saving the grains for human consumption would be one strategy for the optimal usage of resources. Variance and tendency analyses were applied to find the optimal nitrogen (N) fertilization dose (0, 100, 145, 190, 240, and 290 kg/ha) for forage (F), stover (S), cob (C), and grain (G) yields, as well as the optimal grain-to-forage, cob-to-forage, and cob-to-stover ratios (G:F, C:F, and C:S, respectively). The study was performed in central Mexico (20.691389° N and −101.259722° W, 1740 m a.m.s.l.; Cwa (Köppen), 699 mm annual precipitation; alluvial soils). N-190 and N-240 improved the individual yields and ratios the most. Linear and quadratic models for CDM, GDM, and G:F ratio had coefficients of determination (R2) of 0.20–0.46 (p < 0.03). Cubic showed R2 = 0.30–0.72 (p < 0.02), and the best models were for CDM, GDM, and the G:F, C:F, and C:S DM ratios (R2 = 0.60–0.72; p < 0.0002). Neither SHB nor SDM negatively correlated with CDM or GDM (r = 0.23–0.48; p < 0.0001). Excess of N had negative effects on forage, stover, cobs, and grains yields, but optimal N fertilization increased the proportion of the G:F, C:F, and C:S ratios, as well as the SHB and SDM yields, without negative effects on grain production.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

Het belang van de context voor onderzoek binnen de organisatiepsychologie

2012 ◽  
Vol 25 (3) ◽  
Author(s):  
Wim van Breukelen
Keyword(s):  
Organizational Behavior ◽  
Contextual Factors ◽  
Field Studies ◽  
Cultural Factors ◽  
Organizational Characteristics ◽  
Research And Practice ◽  
Research Findings ◽  
The Individual ◽  
Underlying Processes ◽  
Voor Onderzoek

The importance of context in research on organizational behavior The importance of context in research on organizational behavior This article emphasizes the need to pay more attention to the context in field studies of organizational behavior. The context refers to factors external to the individual, which include organizational characteristics and societal and cultural factors. The context may offer additional explanations for research findings and may improve insights in underlying processes. In addition, a focus on contextual factors in a study may increase the fit between research and practice. This article describes the potential effects of contextual factors and offers possible reasons for the lack of attention to context in many studies. Finally, several recommendations are presented in order to bring contextual factors back into the study of behavior in organizations.

Psychological Features of Manifestation of Coping-Resources of Schoolteachers

2021 ◽  
Author(s):  
Tetiana Nechytailo ◽  
Halyna Fesun ◽  
Tetiana Kanivets ◽  
Alla Simak
Keyword(s):  
Coping Strategies ◽  
Stress Resistance ◽  
Coping Behavior ◽  
Teaching Profession ◽  
Coping Resources ◽  
Professional Activity ◽  
Personal Resources ◽  
Negative Effects ◽  
Professional Activities ◽  
The Individual

The article is devoted to the psychological peculiarities of the manifestation of coping-resources of educators. The teaching profession belongs to the category of professions especially vulnerable to stress, since the teacher has to solve various professional tasks in the absence of time and information, constant open contact with people, which entails considerable emotional energy. The professional activity of a modern teacher requires constant and maximum mobilization of their personal resources. Maintaining or enhancing a person's stress resistance is associated with finding and using resources well enough to help the educator overcome the negative effects of stressful situations. The article reveals such characteristics of personality and social environment that facilitate or make possible adaptation to life stresses, promotes the development of a means of overcoming it, and increases stress resistance. These personal structures help a person cope with threatening circumstances and facilitate adaptation. The author analyzes the scientific and psychological approaches to understand personal resources, determinants of the choice of coping-strategies, and the influence of the characteristics of professional activity on the behavior of the individual. Questions about structure, functions, and types of coping behavior are raised. According to the majority of modern researchers, the generalized classification of the methods of mastering stressful circumstances is analyzed: coping aimed at evaluation; problem-oriented coping; coping aimed at emotions. Also presented were the most up-to-date and most modern models of coping resources, which can be viewed from different angles to look at the choice of coping-resources by the personality of the teacher, taking into account the conditions of his professional activity. The organization and methods of conducted research of the features of manifestation of coping-resources in teachers are described. The presented quantitative and qualitative results are disclosed according to the stages of the study. In particular, the analysis of teacher’s coping-strategies depending on the level of emotional burnout, ways of overcoming difficult life situations, as well as the methods of coping-behavior of the respondents. Relationships between teachers' coping-resources and emotional and mental stress as well as the monotony of professional activities are also identified. Adaptive and non-adaptive coping behaviors are differentiated in terms of cognitive, emotional, and behavioral coping strategies are analyzed separately. Based on the theoretical analysis of the scientific literature and empirical research, the author substantiates the relevant conclusions and recommendations for school educators on the effective use of their own coping resources.

Drugs and their impact on the individual and society

2021 ◽  
Vol 27 ◽  
pp. 63-96
Author(s):  
INTISAR SHAHBAZ ◽  
Keyword(s):  
Drug Addiction ◽  
Drug Addicts ◽  
Negative Effects ◽  
Negative Behaviors ◽  
Deviant Behaviors ◽  
Positive Behaviors ◽  
The Family ◽  
Family Breakdown ◽  
The Individual ◽  
Shed Light

Abstract The problem of drug addiction for individuals, especially young people, is one of the most dangerous pests that cause many problems in various health, social and psychological aspects facing every society, but rather the whole world. The phenomenon of drug addiction often leaves individuals with dangerous negative effects on their behavior, whether towards themselves or towards others, and this requires the relevant institutions to strive for important and constructive solutions to reform such individuals, and then rid them of their negative behaviors, rehabilitate them and integrate them into society, to become active and effective individuals through their adoption of positive behaviors that are acceptable in line with the values, customs and traditions of their societies to which they belong. Therefore, our current study came to shed light on the most important effects resulting from the phenomenon of drug addiction among individuals through achieving the two research objectives which seek to know: 1- Causes of addiction to drug use among individuals 2- The effect of drug abuse on society. Upon verifying the two research objectives by relying on the analytical method of literature and previous studies, the two researchers reached the following results: First - The most important causes of youth addiction to drugs are poverty, begging, loss of one or both parents, the presence of a criminal in his family, invalid education and other various phenomena and deviations. Second - The symptoms of drug addiction push the addicted person to adopt deviant behaviors, as well as afflicting the addicted individual to psychological and mental pressures, and then afflicting his family with chronic diseases, in addition to the family breakdown occurring in the homes of drug addicts. Key words: drugs; Drug effect; The individual and society.

scholarly journals Technospherization and Digitalization of the Urban Habitat as the Most Urgent Factor in the Relevancy of Social Pedagogy Modernization

2021 ◽  
Vol 93 ◽  
pp. 05012
Author(s):  
Taisiya Kolesnik ◽  
Elena Dergacheva
Keyword(s):  
Rate Of Change ◽  
Urban Habitat ◽  
Negative Effects ◽  
Socialization Process ◽  
Education Development ◽  
Natural Approach ◽  
Social Pedagogy ◽  
Other Information ◽  
Mechanisms Of Adaptation ◽  
The Individual

The processes of socialization of the individual in the conditions of substitution of the biosphere by the technosphere are analyzed. It is concluded that the rapid rate of change is aligned with the evolutionarily developed mechanisms of adaptation. This causes deterioration of human health and results in the inability of people to protect themselves from the negative effects of the anthropogenic world. At this conjuncture, the correction of the processes of socialization and adaptation, as well as the development of a system of values that provides for preserving of the biosphere world and life, become the fundamental tasks of education. The results of the analysis show that modern education is losing traction in the process of mindset formation, delegating these functions to other information spheres, virtual reality, and spontaneous areas of Masscult. As a result, the traditional socialization process is broken. Humane correction of the current trends requires a change in the philosophical strategy of education development. As a basis for such a strategy, we propose social pedagogy that directly studies the processes of socialization of individuals. The concept of this discipline allows using the socio-natural approach as the basis for analyzing the processes, taking place in the world and in life.

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