[Ous-lp-rp13] EDAD 6020, Answer to Question #1

[Taylor, Dakota]

Aspects of rational systems can be found in a typical organization through the analysis of the structure and control within a school system. Rational school system characteristics typically pinpoint directly to state officials and the way they enforce curricula and state standards across every school district in the state. This control and structure helps ensure that every student has the same opportunities to learn. This shared control and expectation can be envisioned as a positive or negative. Depending on the dynamics of the organization, the administrator must use strict and state specific managerial skills to effectively manage the subordinates and each of their individual jobs. For managers with only a rational perspective, it can lead to detrimental effects in the work place such as: lack of communication with their employees and failing to address their employees social and job interests.
Natural systems are more collaborative based. In natural systems the school often works in teams, and they meet regularly as a unit and create learning communities within grade levels and subject areas. School learning communities like these are called team-based teaching. In the wise words of Mary Parker Follet, “A large organization is a collection of local communities. Individual and institutional growth are maximized when those communities are self-governing to the maximum extent possible” (1924). In other words, when the subordinate groups in an organization can meet through social interaction and discuss their job and potentially grow as a community, it ultimately creates a more natural system that supports the professional and emotional well-being of the entire school.
Open/social systems can first be visualized in a school system as four inputs such as: human resources, financial resources, physical resources, and information resources.  All these specific inputs add value to the school system, whether it is through talent, capital, material, and/or curricula. Administrators must intersect all these inputs to create a stable and successful working environment. An open organization or school system is vulnerable to environmental forces (social, political, and economic); however, an effective administrator must be able to produce an environment that allows the inputs to eventually turn into positive outputs. Outputs are the goals that the school district lays out, which often include test scores, achievement, and/or teacher satisfaction.


Works Cited
Infed. “Mary Parker Follett: community, creative experience and education”. Accessed from web June 8, 2018. http://infed.org/mobi/mary-parker-follett-community-creative-experience-and-education/


Dakota Taylor

Teacher/Coach

(304) 208-0198



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