Karl weick's loosely coupled systems

Educational Organizations as Loosely Coupled Systems: An Exercise in Metaphorical Thinking Karl E. Weick Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

Remembering the Connections Problem… Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration ,[object Object],[object Object],-T. Sergiovanni, Leadership for the Schoolhouse , p. 50 ,[object Object]

The metaphor of loose coupling ,[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

New ideas, metaphors, and understanding ,[object Object],[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

Metaphor # 1 from Karl Weick’s “Educational Organizations as Loosely Coupled Systems”, p. 42 Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration they want; they can say ‘that’s my goal’ whenever they want to, as many times as they want to, and for as many goals as they want to; the entire game takes place on a sloped field, and the game is played as if it makes sense” “ Imagine that you’re either the referee, coach, player or spectator at an unconventional soccer match: the field for the game is round; there are several goals scattered haphazardly around the circular field, people can enter and leave the game whenever

Metaphor # 2 from James March & Johan Olson’s Ambiguity and Choice in Organizations ,[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration from the goals that they wish to avoid. The slope of the field produces a bias in how the balls fall and what goals are reached, but the course of a specific decision and the actual outcomes are not equally anticipated. After the fact, they may look rather obvious; and usually normatively reassuring.” John Tenniel, 1865

But what do these metaphors tell us? ,[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration “ The beauty of this depiction is that it captures a different set of realities within educational organizations than are caught when these same organizations are viewed through the tenets of bureaucratic theory.”

Seeing ,[object Object],[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

Loose coupling & continuity ,[object Object],[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

Where’s the glue? ,[object Object],[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

String Theory a suggestive analogue to loose coupling ,[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration A Loosely Coupled System

Tight and Loose ,[object Object],[object Object],Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration

Prepared by Dr. Martin Barlosky, Faculty of Education, University of Ottawa EDU 5263: Introduction to Educational Administration A Loosely Coupled System school administration curriculum classrooms school board

Karl weick's loosely coupled systems

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Karl weick's loosely coupled systems