reflective analysis

Case Study Part Five

Liberty University

EDUC 745

Dr. Rector

Charles Poole

6/13/2020

Case Study Part Five: Reviewing Political Theories

In education, politics can play a significant role in how things get accomplished within the organization. Most of the time in a school setting leaders do not want to admit that there are political games at play, but most of the time these games are exactly what is going on. Students of different age groups have cliques and popularity is the primary goal, well adults fall into similar categories when it comes to career advancement. “Organizational politics arise when people think differently and want to act differently” (Morgan, 2006).

Most organizations have a hierarchal system of power in place, and this system drives almost everything within the organization. Organizations, like governments, employ some method of order as a means of creating and maintaining the status quo among their members (Morgan, 2006).

Power in the Organization

Who has the power? The answer to this question depends upon the organization being examined. The school that is being inspected for this case study has a different power hierarchy than most public schools in the same area would. In this particular system, all of the power resides with the principal. Much like in an autocracy, the person in the highest position has the final say in all situations that he or she is involved.

The power and influence seen throughout the association can be categorized as formal or informal. Those formal roles of power come from the administration and appointed leaders within the school. The informal roles of influence stem from the needs of the organization and the connections within the organization (Morgan, 2006).

Looking at the organization's hierarchy and the decision making power, the school begins at the head with the formal power. Morgan (2006) states “the first and most obvious source of power in an organization is a formal authority, a form of legitimized power that is respected and acknowledged by those with whom one interacts." The formal power begins with the Principal; then it decimates to the Assistant Principal, and on the Department Chairs.

The person who has coercive, rewarding power and influence are the principal and assistant principal. The final decision on everything ultimately resides with the princcipal and assistant principal when when the principall is not around. Other administrators have some latitude to make a decision, but they can be overruled at any time that the Principal deems necessary.

Knowledge is Power

Building mid-level administrators have access to agendas, and they are in charge of creating the agendas. The principal then has to approve the agendas created by the department chairs and other building mid-level administration. The best part about this school is the fact that everyone can have access to information regarding how the school operates.

The other building-level administrators, such as assistant principal and other related position, have the same responsibilities and access to knowledge as the principal but in a different capacity. The administraitive officer over sees any information on purchases for the school. All of these positions have a certain latitude to operate within the predetermined parameters of their position. The problem comes in because not all situations have predetermined operating procedures.

Sometimes in the situation described at this school, faculty and staff can be out of the knowledge loop. This procedure can cause problems in certain situations, but in some situations, it protects the students and the faculty from being apart of unpleasant situations. The lack of knowledge is, in the opinion of some, a negative trade-off for the peace of mind (Razik & Swanson, 2010).

Coalitions of Power

“It is easier to design a mission statement that to ensure that it guides a school’s overall program” (Van Brummelen, 2009). Schools try to take this quote literally and follow through on the fact that there is guidance to the school's overarching plan. The deliberate nature of things like a mission statement or strategic plan can lead to separation within the organization.

Many faculty members at the school being dissected are opposed to change. At times this fixed mindset creates a rift between the teachers at school. When there is a divided front, it is hard to have a productive conversation in faculty meetings and other school employee meetings. The coalition of power sits ultimately with the school's administration, but the opposers are the ones that are the loudest in the situation.

Not all faculty oppose the change. Those faculty members that are happy to see the new age of education arrive are typically not very loud about their pleasure in the situation. This silence gives an appearance of discontent to bystanders or people onlooking. All in all, this type of conflict is healthy for an organization because it makes sure that everyone is continually thinking about what is best for the school as a whole.

Influence and Power

In the majority of situations, the school administration has to use formal power to start initiatives at the school. This use of power is a direct way of influencing individuals to accomplish the goals of the organization. In most cases, this use of power is acceptable, but when the initiative is not widely accepted, then pushback occurs. Flexibility and apathy can mean a lot to employees versus an iron fist. This is a benefit to the way this independent school operates.

As previously stated, the principal’s office manages the majority, if not all, of the organizational level decisions. Then by making these types of choices, the leader of the school is directly influencing the culture and climate of all the division of the organization.

Indirectly there are many different influences on teachers and other staff members. The leadership style of the individual Department Chair that the teacher reports to can add an indirect impact on how the employee feels about his or her job. Not just about education. These types of influences happen in all fields of work.

References

Morgan, S. (2006). Images of organization. Thousand Oaks, CA: Sage Publications.

Razik, T., & Swanson, A. (2010). Fundamental concepts of educational leadership & management (3 ed.). Boston, MA: Pearson.

Van Brummelen, H. (2009). Walking with God in the classroom: Christian approach to teaching and learning. Colorado Springs, CO: Purposeful Design Publications.

Running head: CASE STUDY FIVE 1

CASE STUDY FIVE 6

Case Study: Part 5 Grading Rubric

Criteria	Levels of Achievement
Content 70%	Advanced	Proficient	Developing	Not present
Who has what power in this organization? (Reward, coercive, legitimate, expert, referent)	19 to 20 points Criteria is addressed clearly and accurately and includes an extensive description of the specified question(s).	17 to 18 points Criteria is addressed clearly and includes an adequate description of all specified questions in the assignment.	1 to 16 points Criteria is somewhat addressed with a minimal mention/ description of all specified questions in the assignment.	0 points Not present
Who has access to agendas, control over information, knowledge of procedures, ability to cope with uncertainty, etc.? What type of power does this person possess because this?	19 to 20 points Criteria is addressed accurately and includes an extensive description of the specified question(s).	17 to 18 points Criteria is addressed clearly and includes an adequate description of all specified questions in the assignment.	1 to 16 points Criteria is somewhat addressed with a minimal mention/ description of all specified questions in the assignment.	0 points Not present
Describe the power coalitions and alliances affecting your unit.	14 to 15 points Criteria is addressed accurately and includes an extensive description of the specified question(s).	13 points Criteria is addressed clearly and includes an adequate description of all specified questions in the assignment.	1 to 12 points Criteria is somewhat addressed with a minimal mention/ description of all specified questions in the assignment.	0 points Not present
How does your unit attempt to influence other units and create upward influence in organization?	14 to 15 points Criteria is addressed accurately and includes an extensive description of the specified question(s).	13 points Criteria is addressed clearly and includes an adequate description of all specified questions in the assignment.	1 to 12 points Criteria is somewhat addressed with a minimal mention/ description of all specified questions in the assignment.	0 points Not present
Structure 30%	Advanced	Proficient	Developing	Not present
APA	14 to 15 points A title and reference page is included. Paper, citations, reference pages, and sources are formatted in current APA style (0-1 errors). Body of paper is 3-5 pages.	13 points A title and reference page is included. Paper, citations, reference pages, and sources are formatted in current APA style (2-3 errors). Body of paper is 3-5 pages.	1 to 12 points A title page or reference page is not included. Paper, citations, reference pages, and sources are not formatted in current APA style (4 or more errors). Body of paper is less than 3 pages.	0 points Not present
Grammar, Spelling Mechanics	14 to 15 points Correct grammar, spelling, and mechanics are used throughout the assignment. There are 0-1 errors in grammar or spelling that distract the reader from the content.	13 points There are occasional errors in spelling, grammar, or mechanics. There are 2-3 errors in spelling, grammar, or mechanics that distract the reader from the content.	1 to 12 points There are 4 or more errors in spelling, grammar, or mechanics that distract the reader from the content.	0 points Not present