Organizational Culture And Leadership Styles Education Essay

organisational subtlety And loss leaders Styles Education takeHuman learn in the 21st degree Celsius willing be as different from human skill in the 20th century as the micro-chip and neural networks argon from the valve. (Lepani,1994, p. 3). In this century the scope and one thousand of flip-flop seem to be accelerating in all argonas of human existence. We abide to move with it or ahead of it if we are not to be left-hand(a) nooky. Academic institutions are feeling this tidal wave of change in ways that sop up left many educators consciously or separate than conf utilisationd, exhausted and disillusioned. (Deal, 1990, p.131) Change lot be seen as evolutionary and active with an emphasis on continuous encyclopaedism and adaptation (Dixon, 1994 exuberantan, 1991 Fullan and Miles, 1992). The challenge for pedantic institutions is to adopt change strategies that provide infixed stability while woful ahead. This challenge whitethorn be suitable to be met in foster duration and elsewhere by focusing on a change outline where encyclopaedism comes to be seen as the single some big pick for organisational re invigoratedal in the postmodern get along (Hargreaves, 1995).The nations that lead the human into the next century will be those who can mistake from be get transformational bodies to those that will nominate the susceptibility to possess, renew and utilize association triumph across-the-boardy. The major trim that confronts educators is whether or not we can transform study and create faculty member institutions that can successfully prepare our nations assimilators for action. This process calls for leaders at all levels, a good trail stopping point and ain load of those who are responsible for these institutions. They must take the time to soberly consider the kinds of changes that are necessitate. They waste to address the needs of scholars and instructors and then a funda amiable transformation of ed ucation could happen.There are many routes for validational development by change, which can be use to modify an judicatures quality. nurture disposal models provide one administrative method that can be used to provide direction for establishment of rulesal achievement for twain usual and private organizations (Makasarnont, 1997). As Hoy and Miskel (2001) state, academic institutions are service organizations that are committed to teaching and acquire. The academic institutions put to works as a education organization in order to continue to improve exerciseance and get up skill to manage change (Corcoran and Goertz, 1995) in an environment where academic institutions are change state increasingly borderless.conceptualizing academic institutions as training organizations is appropriate, given the new challenges of a fast-changing world. To be relevant in a knowledge society, new skills, capabilities and knowledge are required. The focus of each academic institutio n should therefore lead on the enhancement of individualisticistic ladings to continuous learning by cosmos of an enabling enterpreutionial finishing and transformational leaders for the development and growth of academic institutions as encyclopedism presidential terms. Teachers have to be awake to these changes and must try to improve their skills all the time. They cannot stop their learning simply because they have graduated from condition or the university and have been employed if they would like to be successful, they must grow. They have to keep on learning from their experiences, environment, or their organization. As Lassey (1998) shows successful sight are people who learn. Without learning, there is no improvement and without improvement the institutions stagnate. The institutions should be places where participants continually expand their capacities to create and to achieve. If academic institutions are to be impelling learning organizations, they must retri eve ways to create structures that continuously encourage teaching and learning and enhance organisational adaptation. Therefore the learning organization is the big thing that an administrator has to create in her/his check in order to give leaders, teachers and students an opportunity for learning continuously, ground on the sentiment that the more people learn, the better they can perform when they go on in life.Need for the StudyMany academic institutions are try to meet the requirements for academic performance. In this study academic institutions is narrowed big bucks to only trains, as they are base in the description of an academic institution. Despite numerous promising initiatives from the government to promote student success in inculcates, overall gains in student performance have been disappointing. round commentators have suggested that nothing less than a fundamental redesign of the educational system will go to address the hurdles faced by students in suc ceeding at work (Boyd Shouse, 1997). Coleman (1997) noted that the highly bureaucratic nature of Government instructs stifles creative problem solving and blocks receptivity to big and transformative system reform. He described schools as administratively driven organizations with spacious feedback loops from the top of the organization (for example, the principal) to atom subsystems (for example, teachers and students). Coleman considered schools with decentralized authority structures and norms of accountability and friendly tin, which he labels as output-driven organizations, as having more promise than ones with traditional bureaucratic forms for increasing teacher and student performance. With growing concerns intimately the ability of the generalplace education system to respond to the needs of students (Orfield et al., 2004), many voices in the school reform movement have discussed the need for schools to operate as learning organizations, which addresses the impor tance of faculty and staff on the job(p) unitedly to solve problems through networking and team learning (Senge et al., 2000). The degree to which schools function as learning organizations whitethorn not only influence the willingness of school employees to embrace new innovations for promoting student achievement, but also their personal well- organism, their sense of efficacy in working with students, their work satisfaction, and their evaluation of the school as a high-performing organization. A burgeoning moment of empirical investigations offer support for these types of constructive effects from schools go as learning organizations (Lick, 2006 Orthner et al., 2006). I believe that understanding schools as learning organizations offers the likely to unlock the creative and slashing processes that schools require to undergo fundamental and epoch-making change initiatives. Only then do we believe that schools will begin to address the challenges they face in educating ch ildren and youths and in closing the significant gaps in educational achievement and life success. The phenomenon kn take as the learning organisations has during the then(prenominal) three decades been discussed widely in the literature (Khadra Rawabdeh, 2006 Moilanen, 2001, 2005 Hawkins, 1991 Watkins Marsick, 1993 Senge, 1990 Pedler, Burgoyne Boydell, 1991).Unfortunately, the concept of the learning organization remains abstract and elusive for many school level practitioners, which reflects, in part, a strong leaning toward a constructivist burn up in the study of organisational learning. schooldays personnel also have relatively a hardly a(prenominal)(prenominal) tools available to examine this aspect of their schools, and assessment is the first step in the evidence-based practice planning sequence.During the past century much has been learned well-nigh how the brain works and how students learn. We have also learned that how schools can be organized in what that can en hance the quality of learning that students experience and we know a great deal most the kinds of conditions that are requisite for change to occur. The issue in Indian Educational system is to find a way to create the conditions that will encourage the learning organization concept which is needed to transform Indian academic organizations. What is also stimulate is that leadership is a critical component of the transformation of education. However, the kind of leadership that is needed is fundamentally different than what has traditionally been the case. Leaders must be able to transform their academic institutions. This has been widely discussed the literature (Jones Rudd, 2007 Reed, 2006 Bartling Bartlett, 2005 CASEL, 2006 Bamburg, 1997 West, 1999 Telford, 1996 Barnett, Marsh Carven, 2003 Stander Rothmann, 2009) and then the inclusion of this as a variable in this study.As petty(a) schools establish more autonomous, they create new identities and establish curious sch ool glosss. It is also believed that the schools culture is inextricably linked to classroom culture. Many researchers have explored the challenges of expression school culture (Silver, 2003 Zilwa, 2007 Ferreira Hill, 2008 Niemann Kotz, 2006 Thomas Willcoxson, 1998 Raywid, 2001). The researches explore various approaches to the issue of organizational culture, including techniques from the business world, the connection to physical spaces, and the use of traditions (Berg Wilderom, 2004 Fard.et.al, 2007). A schools culture includes the obvious elements of schedules, curriculum, demographics, and policies, as well as the social interactions that occur deep down those structures and give a school its come across and feel as friendly, elite, competitive, inclusive, and so on. Just as culture is critical to understanding the dynamics behind any thriving community, organization, or business, the daily realities and deep structure of school life hold the key to educational success. Reforms that strive for educational honesty are likely to fail unless they are meaningfully linked to the schools unique culture and hence the inclusion of this variable in this study.Teachers play an important role in the success of any school. The personal perpetration of the teacher has a rattling strong influence in the smooth functioning of the school and the school to develop into a learning organization. Personal commitment could be commitment for ones own development and commitment for the development of the school and students. Research on commitment has superior generally focused on every the antecedents or the consequences of commitment. Early studies of commitment explored the antecedents of commitment and found four general antecedents, namely personal characteristics, job characteristics, work experiences, and role-related characteristics (Mathieu and Hamel 1989 Mowday, Porter and Steers 1982). Some of the previous studies also explored the role played by demogra phic variables on commitment. The demographic variables found to have influence on commitment are age (Mathieu and Zajac 1990), organizational tenure (Mathieu and Hamel 1989), position tenure (Gregersen and Black 1992), and education (DeCotiis and Summers 1987). Furthermore, Glisson and Durick (1988) identify skill variety and role ambiguity as predictors of satisfaction and leadership, and the age of the organization as predictor of commitment.The impact of commitment on organizational level outcomes has also been explored in a number of studies. However, it is the consequence of emotive commitment which is more often studied in the literature. This is because high levels of affectional commitment are shown to be related to a number of positive behavioral level outcomes and job attitudes (Hislop 2003 Cooper-Hakim and Viswesvaran 2005). Further Organizational commitment and overlord commitment of teachers in schools have been researched on (Sood Anand, 2009 Karakus Aslan, 2009 W eber, 1990 Coladarci, 1992 Menep. I, 2010 Iqbal, 2010 Borgei. et.al, 2010). Although the study of commitment has been move from a range of abstractive perspectives, it is interesting to note that very few attempts have been made by researchers to work on personal commitment. The imprint is that an understanding of the relationship between leadership, culture and commitment is necessary. As a teacher educator I think that personal commitment of teachers is very important in transforming schools into a learning organization and no researches have been done in this electron orbit, hence the inclusion of the variable in this study.Conceptual FrameworkSchools as Learning OrganizationTo present a a priori framework in which the school as learning organization can be grounded, the study is using The learning disciplines (Senge et al., 19964). According to Peter Senge (1990 3) learning organizations are organizations where people continually expand their efficiency to create the resul ts they sincerely yours desire, where new and expansive patterns of sentiment are nurtured, where collective aspiration is place free, and where people are continually learning to see the whole together. spot all people have the mental ability to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of opinion among their members.For Peter Senge, real learning gets to the heart of what it is to be human. We become able to re-create ourselves. This applies to both individuals and organizations. Thus, for a learning organization it is not rich to survive. Survival learning or what is more often termed adaptive learning is important indeed it is necessary. But for a learning organization, adaptive learning must be join ed by generative learning, learning that enhances our capacity to create (Senge 199014).The dimension that distinguishes learning from more traditional organizations is the success of reliable basic disciplines or component technologies. The five that Peter Senge identifies are verbalise to be converging to innovate learning organizations. They are Systems thinking, Personal exceedy, cordial models, Building shared lot Team learningPersonal masteryAccording to Senge et al. (1996194) the term mastery evolved from the medieval French, maitre, which meant someone who was exceptionally serious and skilled a master of a craft. Maitre as it is used right absent means the capacity, not only to produce results, but also to master the principles that underpin the way an individual produces those results. victory is a commitment to be the best in whatever is done (Secretan, 199754). Educators who strive to become know of their craft are often those who would be described as being committed to their work in their respective schools. According to Zecha (19946) and Kushman (19926), there are two types of educator commitment, namely organizational commitment and commitment to student learning which are effective ingredients for transforming schools into learning organisations.Mental modelsResearch by Senge et al. (1996235-236) indicates that mental models are subjective images, deeply penetrate assumptions, generalizations and stories that people take in their minds about themselves, other people, institutions and events that take place in the world. These mental maps act as a filtering system for our judgments and influence how we take actions based on these judgments. If these mental maps or models are not hesitancyed they could become blockages to change. To succeed in transforming schools into learning organizations it is important that individual educators learn how to unearth their internal pictures (subjective images) of the world and bring these to t he surface and critically scrutinize them. This can be done if meaningful conversations are encouraged in the school, where educators expose their own thinking patterns and also listen to other colleagues. These conversations can influence individuals to shift their thinking patterns and see the other side of the story.Shared visionA shared vision is an all-encompassing world view which provides focus for an individual and the team concerning what is to be learnt and what is to be valued (Bierema Berdish, 19966). This shared vision answers the question What will success look like? This question acts as a motivating force for sustained action to achieve individual and school determinations. It is a guiding image of success formed in foothold of a contribution to the school. According to Johnson and Johnson (19949) a shared vision creates a basic sense of sink or swim together among the members of the school. A powerful vision binds educators to mutual commitments through collabor ationism to achieve individual and school goals.Team learningThe discipline of team learning outgrowths with dialogue, which is the capacity of members of a team to suspend their assumptions and enter into a genuine thinking together. According to Senge et al., 1996352), team learning is the discipline that has to do with learning about alignment. Alignment means functioning as a whole or in a cohesive group committed to a common purpose. This alignment is achieved through sustained dialogue that may result in knowledge share-out and recognizing interdependencies among team members (Murgatroyd Morgan, 199373). The discipline of dialogue involves learning how to name the patterns of interaction in teams that undermine learning. The patterns of defensiveness are often deeply ingrained in how a team operates. Therefore, the impact of team learning is the establishment of shared values, vision, mission, and core strategies to achieve individual and school goals. The fifth discipline, systems thinking, incorporates the other four learning disciplines.Systems thinkingSystems thinking is based on system dynamics it is highly conceptual and provides ways of understanding practical school issues. It looks at systems in terms of particular types of cycles and it includes explicit system border of complex issues. The discipline of systems thinking teaches that in any social phenomenon it is important to look at the whole picture. In systems thinking the school is looked at as a system that is interconnected to different parts of life that intersect and influence each other. These interrelated parts are echo together in such a way that they become persistent to one another (French Bell, 199593). The components of a school include learners, educators, context, student learning processes and any identifiable component that affects learning. Therefore, the essence of systems thinking lies in a shift of mind to one that sees interrelationships rather than linear cause- effect chains and processes of change rather than snap shots. The discipline of systems thinking starts with understanding the concept of feedback that is how actions can reinforce or counteract (balance) each other. In trying to build effective learning environments, educators have to learn to see the deeper patterns and interrelationships of change.LeadershipLeadership is a described as being one of social sciences most examined phenomena (Antonakis, Cianciolo, Sternberg, 2004). Shoemaker (1998) suggested that leadership is difficult to characterize as the field is pierce by inconclusive definitions as to the role and function of leadership. The latest chapter in the almost 100 year history of leadership research is dominate by the development of transformational leadership theory embodied in the Full Range of Leadership archetype (Antonakis, et al., 2004 Bass, 1998). This approach to leadership focuses on the magnetic and affective elements of leadership. Northouse (2004) de scribed transformational leadership as a process that changes and transforms individuals. It is interested with emotions, values, ethics, standards, and long-term goals, and includes assessing followers motives, satisfying their needs, and treating them as full human beings (p. 169). Furthermore, as Bass (1985) advocated, by engaging in transformational leadership behaviors a leader transforms followers. In reality this means that followers are changed from being self-involved individuals to being committed members of a group, they are then able to perform at levels far beyond what normally might have been expect (Antonakis, et al., 2004, p.175).The model of transformational leadership includes a continuum of transformational, transactional, and laissez-faire forms of leadership. Each form characterizes aspects of the dynamic process of interaction between leader and follower but identifies accredited patterns and features to distinguish transformational leadership from transacti onal and laissez-faire styles (Avolio, 1999). The transformational leader pays particular attention to others needs, which, in turn, raises followers levels of motivation (Avolio, 1999 Bass, 1998). Furthermore, a leader of this type encourages others to reach their full potential while also adopting a strong ethical characteristic. Whereas, transactional leaders, approach followers with an eye to exchanging one thing for another (Burns, 1978, p. 4), with the leaders use of either reward or punishment contingent on the followers completion or non-completion of assigned tasks. Laissez-faire leadership involves indifference and shunning as a leader with this profile will avoid making decisions, abdicate responsibilities, divert attention from hard choices, and will talk about getting down to work, but never really does (Bass, 1998, p. 148).Senge proposes that in learning organizations the leaders new work should include a commitment tobeing the organizations architectproviding steward ship andbeing a teacher.For schools to become learning organizations, the schools leader(s) must deal responsibility for creating conditions that promote and enhance that learning. Principals must create opportunities for teachers to acquire culture about what is occurring in the school and engage them in finding solutions to the problems that occur. A fundamental difference between the old view of leadership and that proposed by Senge is that the leader has a responsibility to create opportunities for teachers to learn about present-day(prenominal) research and apply that research in their classrooms in an environment that promotes learning. peradventure most important of all, principals need to create a climate that promotes assay fetching and eliminates the fear of failure. If these things can be done successfully schools will then possess the capacity to develop a shared vision about what needs to be done and engage in the kinds of activities that are needed to make their shared vision a reality.Organizational CultureOrganizational culture has been defined from various perspectives (Carroll and Nafukho, 2006 Popper and Lipshitz, 1995 Shien, 1990 Alvesson, 2002 Cook and Yanow, 1993 Adler and Jelinek, 1996 Argris, 1999). According to Marguardt (2002), culture is an organizations values, beliefs, practices, rituals and customs. The culture of a learning organization habitually learns and works to mix in processes in all organization functions. In effect, the learning organizations culture is endlessly evolving and travels along an infinite continuum in a harmonious learning environment. Ultimately, the goal is an exchange of useful knowledge leading to innovation, and improved learning usual organizations.The various terms used in the context of organizational culture are values, ethics, beliefs, ethos, climate, environmental culture. Ethics refers to normative aspects to what is socially desirable. value, beliefs attitudes and norms are interrelated . interaction between beliefs and values results in attitude formation and then produces norms. Values and benefits are the core, while attitudes are the next layer, followed by the norms or behavior. then(prenominal) these get institutionalized, or when they accumulate and integrate we have social phenomena.The viii important values relevant to institution building are openness, coming upon, trust, legitimacy, pro-action, autonomy, collaboration and experimentation.Openness openness can be defined as a spontaneous expression of feeling and thoughts, and the sharing of these without defensiveness. Openness is in both directions, receiving and freehanded. Both these may relate to ideas (including suggestions, feedback (including criticism), and feelings. For example, openness means receiving without reservation, and winning steps to encourage more feedbacks and suggestions from customers, colleagues and others. Similarly, it means giving without hesitation, ideas, culture, feedback, feelings, etc. openness may also mean spatial openness, in terms of accessibility.Confrontation confrontation can be defined as facing rather than shying away from problems. It also implies deeper analysis of interpersonal problems. All this involves taking up challenges. swan trust is not used in the moral sense. It is reflected in watching the confidentiality of information shared by others, and in not misusing it. It is also reflected in a sense of a assurance that others will help, when such help is needed and will honor mutual commitments and obligations. Trust is also reflected in judge what another person says at face value, and not searching for covert motives. Trust is an extremely important ingredient in the institution building processes.Authenticity authenticity is the congruence between what one feels, says and does. It is reflected in owning up ones mistakes, and in unreserved sharing of feelings. Authenticity is closer to openness. The outcome of authenti city in an organization is reduced distortion in communication.Pro-action pro-action means taking initiative, preplanning and taking preventive action, and calculating the payoffs of an alternative course before taking action. The term pro-act can be contrasted with the term react. Pro-activity gives initiative to the person to start a new process or set a new pattern of behavior. Pro-activity involves unusual behavior. In this sense pro-activity means freeing oneself from, and taking action beyond immediate concerns. A person showing pro-activity functions at all the three levels of feeling, thinking and action.Autonomy Autonomy is using and giving freedom to plan and act in ones own sphere. It means respecting and back up individual and role autonomy. It develops mutual respect and is likely to result in willingness to take on responsibility, individual initiative, better succession planning. The main index number of autonomy is effective delegation in organization and reduction in references made to senior people for approval of planned actions.collaboration coaction is giving help to, and asking for help from, others. It means working together (individuals and groups to solve problems and team spirit. The outcome of collaboration includes timely help, team work, sharing of experiences, improved communication and improved resource sharing.Experimenting Experimenting means using and encouraging innovative approaches to solve problems, using feedbacks for improving, taking a fresh look at things and encouraging creativity.Personal CommitmentMowday, Steers and Porter (1979, p. 226), defined commitment as the relative strength of an individuals identification with, and enfolding in a particular organization. Although many definitions of commitment have been presented since the seminal work of Mowday et al. (1979), it is the humor of Meyer and Allen (1991), which identifies three distinctive dimensions affective, normative, and continuance that has been the cornerstone of extant theorizing in the part of commitment (Herrbach, 2006).Mowday, Porter and Steers (1982) ModelCommitment (Attitudinal Commitment), to an organization involves three components (a) a strong belief in and acceptance of organizational goals and values, (b) a willingness to apply considerable effort on behalf of the organization, and (c) a strong desire to maintain membership in the organization (Mowday et al., 1982). Research on organizational commitment has been examined primarily in relation to labour turnover (Ferris Aranya, 1983 Hom, Katerberg Hulin, 1979 Huselid Day, 1991 Mowday, Steers Porter, 1979 OReilly Caldwell, 1980 Wiener Vardi, 1980 Steers, 1977 Stumpf Hartman, 1984).Meyer and Allen (1997) ModelMeyer and Allen (1997) view organizational commitment as a three component concept. The three components in their model are Affective, Continuous, and normative. The affective commitment describes the randy attachment an individual has with the org anization, their identification with the goals and values of the organization and the level of their involvement (Zanagro, 2001). Affective commitment is taken as a construct virtually related to identification (Bergami Bagozzi, 2000). Continuance commitment is based on the woo that an employee associates with leaving the organizations, such as reduction in pay, pension, benefits, or facilities (Herbiniak Alluto, 1972). Normative commitment is associated with employees feelings of obligation to continue employment due to the work culture and other socially accepted norms (Weiner Gechman, 1977). The less common approach to screening commitment is in terms of obligation. Of the three components least is known about the development of normative commitment (Meyer Allen, 1997). The three dimensions highlight commitment from the perspectives of attachment, obligation, and prerequisite respectively.From the above conceptual framework, a model is drawn for better understanding.Organ izationalCultureOpennessConfrontationTrustAuthenticityProactionAutonomyCollaborationExperimentationLeadershipTransformationalTransactionalLaissez-FairePersonal CommitmentOwn growingStudent Institutional DevelopmentLearning OrganizationPersonal MasteryMental ModelsShared VisionTeam LearningSystems Thinking round of LiteratureSchools as Learning OrganizationBowen et.al., 2007-Assessing the Functioning of Schools as Learning Organizations Using data from the population of employees in 11 middle schools in North Carolina and building on an earlier analysis, this study examines the reliability and rigorousness of a new assessment tool for assessing schools as learning organizations the School Success Profile Learning Organization. The results align with the conceptual model that certain the development of the measure, including support for the two hypothesized learning organization components actions and sentiments.Kelleher Michael, 2007 Learning Organization The author designed a m odel for a learning organization The model of the learning organization, with its three dimensional approach, proposes strategies within the domains of individual, team and organizational learning. He concluded by saying if lifelong learning is to become a reality, it will become increasingly important to ensure that strategies and actions support the development of learning organizations. If overlooked, the world of work could well be that area of peoples lives where learning is not explicit, supported and developed.Moloi K.C..et al., 2006 Educators perceptions of the school as a learning organization in the Vanderbijlpark-North District, South Africa This article outlines the principal findings of research that seek to provide a comprehensive understanding of schools as learning organizations in the Vanderbijl Park-North District of the Gauteng province of South Africa. The quantitative research methodology used was of major importance in obtaining data that were grounded largel y on the theoretical framework of learning organizations as wel