ORGANIZATIONAL BEHAVIOR

Apply administration and organizational behaviors skills in performing administrative roles

in education.

a) Apply administrative theories to assess situation in education management.

Organizational Behaviors has included two terms in it. Therefore, these two terms should be detailed
first before diving into the title in question.

Organization: It is a group of people who are collected to work for a common goal with
collective efforts. Organization works through two concepts i.e coordination and delegation
among its group members. Delegation is necessary to allocate group members with equal work
according to their capability, and coordination is required to achieve organizational goal with
precision.

Behavior: It is a verbal or physical response shown by a person because of the impact of his/her
surroundings. Individual behavior varies in accordance with their mental reactivity to
circumstances because of their deeply imbibed morals and value system.

Organizational behavior: Organizational behavior (often abbreviated OB) is a field of study that,
investigates the impact that individuals, groups, and structure have on behavior within
organizations, for the purpose of applying such knowledge toward improving an organization's
effectiveness. Or organizational behavior is the study and application of knowledge about how
people, individuals, and groups act in organizations.
b) Apply administrative theories to assess situation in education management
Administrative theories provide frameworks for understanding and improving management
practices in various organizational contexts, including education. Let's apply some key
administrative theories to assess situations in education management:
Classical Management Theory
Situation: An educational institution is experiencing inefficiencies in its administrative
processes, leading to delays in decision-making and resource allocation.
Assessment: Classical management theory emphasizes principles of organizational structure,
division of labor, and hierarchy. In this situation, administrators can assess the organization's
structure to identify areas of redundancy or overlap in roles and responsibilities. They can also
examine the delegation of authority and decision-making processes to streamline administrative
functions and improve efficiency.
Bureaucratic Theory:
Situation: A university faces challenges in handling bureaucratic procedures related to student
enrollment, financial aid, and academic regulations.
Assessment: Bureaucratic theory focuses on the formalization of rules, procedures, and roles
within organizations. In this situation, administrators can assess the clarity and consistency of
bureaucratic procedures to identify areas for simplification or automation. They can also evaluate
the responsiveness of bureaucratic structures to student needs and consider implementing
customer service-oriented approaches to enhance satisfaction and efficiency.
Human Relations Theory:
Situation: A high school is experiencing low morale among teachers and staff, leading to
decreased productivity and job satisfaction.
Assessment: Human relations theory emphasizes the importance of interpersonal relationships,
communication, and employee satisfaction in organizational performance. In this situation,
administrators can assess the school's culture and climate to identify factors contributing to low
morale, such as poor communication, lack of recognition, or ineffective leadership. They can
implement strategies to foster a positive work environment, such as promoting open
communication, providing opportunities for professional development, and recognizing
achievements.
Systems Theory:
Situation: A school district is struggling to address complex challenges related to student
achievement, teacher retention, and community engagement.
Assessment: Systems theory views organizations as interconnected and interdependent systems
with inputs, processes, outputs, and feedback loops. In this situation, administrators can assess
the various components of the education system, including curriculum, instruction, assessment,
leadership, and community partnerships. They can identify areas of alignment or misalignment
between these components and implement strategies to enhance coordination, collaboration, and
coherence across the system.
Contingency Theory:
Situation: A college faces challenges in adapting to changes in student demographics,
technological advancements, and workforce demands.
Assessment: Contingency theory emphasizes the importance of flexibility and adaptability in
response to changing environments and circumstances. In this situation, administrators can
assess the college's capacity to respond to external challenges and opportunities. They can
identify strengths and weaknesses in the institution's resources, capabilities, and structures and
develop strategies to capitalize on strengths and mitigate weaknesses in alignment with emerging
trends and needs.
By applying these administrative theories, education managers can gain insights into the
complexities of educational organizations and develop informed strategies for improving
administrative practices, enhancing organizational effectiveness, and achieving educational
goals.

b) Use organizational behavior models to inform decision making practice in education.

Organizational behavior models offer valuable insights into understanding the dynamics of
educational institutions and can inform decision-making practices in education. Let's explore
how some key organizational behavior models can be applied:
Maslow's Hierarchy of Needs
Application: Maslow's hierarchy of needs suggests that individuals have hierarchical needs that
must be met in a certain order, starting with physiological needs like autonomy, competences,
food, water, sleep, shelter, and medicine. safety needs include security, physical and financial
safety belongingness and love needs, esteem needs, example friendship, trust, and acceptance
and finally, self-actualization needs, example to solve problems, creativity. In education,
administrators can use this model to understand the needs of students, teachers, and staff. For
example, ensuring a safe and supportive learning environment (safety needs) can enhance
student engagement and well-being. Recognizing and rewarding the achievements of teachers
and staff (esteem needs) can boost morale and job satisfaction.
Herzberg's Two-Factor Theory
Application: Herzberg's theory distinguishes between hygiene factors (such as salary, working
conditions, and job security) and motivators (such as recognition, achievement, and growth
opportunities). Education administrators can use this model to identify factors that contribute to
job satisfaction and motivation among teachers and staff. By addressing hygiene factors and
providing opportunities for professional growth, administrators can create a more engaging and
satisfying work environment, leading to improved teacher retention and performance.
Expectancy Theory:
Application: Expectancy theory posits that individuals are motivated to act based on their
expectations of achieving desired outcomes. In education, administrators can apply this model to
understand the factors that influence student motivation and academic performance. By setting
clear expectations, providing feedback, and offering meaningful incentives (such as grades,
praise, or extracurricular opportunities), educators can enhance students' belief in their ability to
succeed and increase their motivation to learn.
Organizational Culture Model
Application: The organizational culture model focuses on the shared values, beliefs, and norms
that shape the behavior and attitudes of individuals within an organization. In education,
administrators can assess and cultivate a positive organizational culture that supports teaching
and learning. By promoting values such as collaboration, innovation, inclusivity, and continuous
improvement, administrators can foster a culture of excellence and accountability that enhances
student achievement and staff satisfaction.
Team Effectiveness Model
Application: The team effectiveness model examines the factors that contribute to high-
performing teams, including clear goals, effective communication, shared leadership, mutual
trust, and accountability. In education, administrators can apply this model to improve
collaboration among teachers, staff, and administrators. By establishing professional learning
communities, promoting interdisciplinary teamwork, and providing opportunities for shared
decision-making and problem-solving, administrators can enhance team effectiveness and
instructional quality.
Change Management Models (e.g., Lewin's Change Management Model)
Application: Change management models provide frameworks for understanding and managing
organizational change effectively. In education, administrators often encounter change initiatives
such as curriculum reforms, technology integration, or organizational restructuring. By following
change management models such as Lewin's three-stage model (unfreezing, change, refreezing),
administrators can systematically plan, implement, and sustain change efforts, involving
stakeholders, addressing resistance, and fostering a culture of adaptation and continuous
improvement.
By applying these organizational behavior models, education administrators can gain insights
into the factors influencing individual and organizational behavior within educational institutions
and make informed decisions to enhance teaching and learning outcomes, improve
organizational effectiveness, and foster a positive and supportive educational environment.

c) Apply organization behavior theories to analyze the influence of politics, power, authority
in school administration.
In analyzing the influence of politics, power, and authority in school administration, we can
apply several organizational behavior theories:
Power and Influence
Theory Application: Power dynamics in school administration can be analyzed through French
and Raven's Five Bases of Power. These bases include legitimate power (derived from one's
position or title), reward power (based on the ability to provide rewards), coercive power (based
on the ability to impose punishments), referent power (based on charisma or personal
connection), and expert power (based on knowledge or expertise).
Analysis: School administrators may wield power through their formal positions (legitimate
power), control over resources or rewards (reward power), enforcement of rules or disciplinary
actions (coercive power), personal charisma or rapport with staff and students (referent power),
or specialized knowledge in education policy or pedagogy (expert power). The distribution and
use of power within the school administration can impact decision-making processes,
organizational culture, and staff morale.
Organizational Culture
Theory Application: Edgar Schein's Organizational Culture Model can be used to analyze the
influence of politics and power on the school's culture. Schein identifies three levels of
organizational culture: artifacts (visible symbols and behaviors), espoused values (stated beliefs
and norms), and underlying assumptions (unconscious beliefs and values).
Analysis: In school administration, the prevailing organizational culture may reflect power
dynamics and political influences. For example, a hierarchical culture with centralized decision-
making may signal a top-down approach to leadership, where authority is concentrated among a
few individuals. Alternatively, a collaborative culture that values shared decision-making, and
transparency may empower staff and distribute authority more evenly.
Conflict and Negotiation
Theory Application: Conflict resolution theories, such as Thomas-Kilmann Conflict Mode
Instrument (TKI), can be applied to analyze how politics and power dynamics influence conflict
management strategies in school administration. The TKI identifies five conflict-handling styles:
competing, collaborating, compromising, avoiding, and accommodating.
Analysis: In school administration, conflicts may arise due to competing interests, differing
priorities, or power struggles among stakeholders. Administrators may adopt different conflict
management styles based on their power and authority within the organization. For example,
administrators with high legitimate power may be more inclined to use a competing or
authoritative approach to resolve conflicts, while those with less power may rely on collaborative
or compromising strategies to negotiate solutions.
Leadership and Influence
Theory Application: Transformational leadership theory can be used to analyze how school
administrators exert influence and mobilize support for organizational goals. Transformational
leaders inspire and motivate followers through their vision, charisma, and ability to foster
positive change.
Analysis: School administrators who exhibit transformational leadership qualities can effectively
navigate political environments and leverage their power and authority to create a shared vision
for the school community. By engaging stakeholders, building trust, and promoting
collaboration, transformational leaders can mitigate power struggles, foster a culture of
teamwork, and empower staff to contribute to the school's success.
In summary, applying organizational behavior theories helps analyze the complex interplay of
politics, power, and authority in school administration. By understanding these dynamics,
administrators can effectively manage conflicts, cultivate a positive organizational culture, and
lead transformative change to improve educational outcomes for students and stakeholders.

d) Use organization behavior principle to evaluate rationality in alternative decisions in

school administration
To evaluate rationality in alternative decisions in school administration using organizational
behavior principles, we can apply the concept of bounded rationality and the rational decision-
making model.
Bounded Rationality
Theory Application: Bounded rationality, proposed by Herbert Simon, suggests that decision-
makers operate within cognitive limitations, such as incomplete information, time constraints,
and cognitive biases. As a result, decision-making is often satisficing rather than optimizing.
Evaluation: In school administration, decisions are made under conditions of bounded
rationality due to factors such as limited time, resources, and information. Administrators may
use heuristics or rules of thumb to simplify complex decisions, leading to satisficing outcomes
rather than exhaustive search for the best solution.
For example, when selecting a new curriculum, administrators may rely on recommendations
from a committee rather than conducting extensive research on all available options. While the
decision may not be optimal, it is rational within the constraints of the situation.
Rational Decision-Making Model
Theory Application: The rational decision-making model suggests that decisions should be
made systematically by identifying goals, gathering information, evaluating alternatives, and
selecting the best course of action based on logical reasoning and utility maximization.
Evaluation: In school administration, administrators strive to adhere to the rational decision-
making model by gathering relevant data, considering multiple alternatives, and weighing the
pros and cons of each option. For example, when allocating resources for a new school program,
administrators may conduct a cost-benefit analysis to determine the most effective use of funds.
By following a systematic decision-making process, administrators aim to make rational choices
that align with the school's objectives and priorities.
Organizational Behavior Principles
Theory Application: Organizational behavior principles, such as group dynamics and
organizational culture, influence decision-making processes in school administration. Group
decision-making techniques, such as brainstorming or consensus-building, may be used to
generate alternative solutions and gain input from stakeholders.
Evaluation: In school administration, decisions are often made collaboratively, involving input
from teachers, staff, parents, and community members. By leveraging group dynamics and
fostering a supportive organizational culture, administrators can enhance the quality and
acceptance of alternative decisions. For example, when restructuring the school schedule,
administrators may involve teachers and staff in decision-making committees to ensure buy-in
and address potential concerns.
In evaluating rationality in alternative decisions in school administration, it is essential to
consider the cognitive limitations and decision-making processes inherent in organizational
behavior. While decisions may not always adhere to strict rationality due to bounded rationality
constraints, administrators strive to make informed choices that balance competing priorities and
maximize outcomes within the context of the school environment.

e) Use education principles in describing motivation in educational organization

In describing motivation in educational organizations, we can apply various education principles
to understand how motivation influences student learning, teacher performance, and overall
organizational effectiveness. Here are some key education principles to consider:
Self-Determination Theory
Application: Self-determination theory emphasizes the role of intrinsic motivation, autonomy,
and competence in driving behavior. According to this theory, individuals are motivated when
their psychological needs for autonomy, competence, and relatedness are satisfied.
Description: In educational organizations, motivating students involves creating opportunities
for autonomy, such as choice in learning activities or projects, fostering a sense of competence
through mastery experiences and feedback, and promoting positive relationships and a sense of
belonging in the classroom community. Similarly, motivating teachers involves providing
opportunities for professional autonomy, opportunities for skill development, and fostering
supportive relationships with colleagues and administrators.
Expectancy-Value Theory
Application: Expectancy-value theory posits that motivation is influenced by the expectancy of
success and the subjective value attached to a task or goal. Individuals are more likely to be
motivated when they believe they can succeed in a task and perceive the task as personally
relevant or valuable.
Description: In educational organizations, motivating students involves creating a supportive
learning environment where students feel confident in their abilities to succeed and perceive the
relevance and value of their academic pursuits. Teachers can enhance students' expectancy
beliefs by providing scaffolding, feedback, and encouragement to build confidence and
competence. Additionally, teachers can increase the value of learning tasks by connecting them
to students' interests, goals, and real-world applications.
Goal Setting Theory
Application: Goal setting theory suggests that setting specific, challenging, and achievable goals
can motivate individuals to perform at higher levels. Goals provide direction, focus attention, and
mobilize effort toward desired outcomes.
Description: In educational organizations, motivating students involves setting clear learning
goals and expectations that are challenging yet attainable. Teachers can work with students to set
individualized goals, monitor progress, and provide feedback to support goal attainment.
Similarly, administrators can set strategic goals for the organization, such as improving student
achievement or enhancing teacher effectiveness, and provide resources and support to help
teachers and staff achieve these goals.
Social Learning Theory
Application: Social learning theory emphasizes the role of social interactions, modeling, and
reinforcement in shaping behavior and motivation. Individuals learn from observing others,
receiving feedback, and experiencing consequences for their actions.
Description: In educational organizations, motivating students involves creating opportunities
for collaborative learning, peer support, and positive role modeling. Teachers can use
cooperative learning strategies, peer tutoring, and group projects to foster social interactions and
peer support in the classroom. Additionally, teachers can provide positive reinforcement and
recognition for students' efforts and achievements to reinforce desired behaviors and motivate
continued learning.
By applying these education principles, educational organizations can create environments that
foster intrinsic motivation, promote a sense of competence and autonomy, align goals with
students' interests and values, and leverage social interactions and support to enhance motivation
and engagement in learning.
f) Use organization theories to analyze education stakeholder’s need, interest, and influence
Analyzing education stakeholders' needs, interests, and influence through organizational theories
provides valuable insights into the dynamics of educational institutions. Here's how we can apply
organizational theories to understand stakeholders in education:
Stakeholder Theory
Application: Stakeholder theory suggests that organizations exist not only to serve shareholders
but also to meet the needs and interests of various stakeholders, including students, parents,
teachers, administrators, policymakers, and community members.
Analysis: In education, stakeholders have diverse needs, interests, and levels of influence.
Students' needs may include access to quality education, supportive learning environments, and
opportunities for personal growth. Parents may be interested in their children's academic
progress, safety, and involvement in school activities.
Teachers may seek professional development opportunities, job satisfaction, and supportive
working conditions. Administrators may prioritize school performance, resource allocation, and
stakeholder engagement. Policymakers may focus on educational equity, accountability, and
policy implementation. Community members may advocate for local school funding, facilities,
and programming. By considering stakeholders' perspectives and addressing their needs and
interests, educational institutions can build trust, collaboration, and support for their mission and
goals.
Power and Influence
Application: Power dynamics within organizations influence stakeholders' ability to shape
decisions, policies, and outcomes. French and Raven's Five Bases of Power provide a framework
for understanding sources of power, including legitimate power, reward power, coercive power,
referent power, and expert power.
Analysis: In education, stakeholders may wield power through formal positions (e.g., school
board members, administrators), control over resources or rewards (e.g., funding agencies,
donors), ability to enforce consequences (e.g., regulatory agencies, accreditation bodies),
personal influence or charisma (e.g., community leaders, influential parents), or expertise and
knowledge (e.g., educational researchers, experienced educators). Understanding stakeholders'
sources of power and influence helps educational institutions navigate complex relationships,
negotiate conflicting interests, and build coalitions to achieve common goals.
Organizational Culture
Application: Organizational culture shapes stakeholders' attitudes, behaviors, and interactions
within educational institutions. Edgar Schein's Organizational Culture Model distinguishes
between artifacts (visible symbols and behaviors), espoused values (stated beliefs and norms),
and underlying assumptions (unconscious beliefs and values).
Analysis: In education, organizational culture influences stakeholders' perceptions of the
educational environment, expectations for behavior, and shared values. A culture of
collaboration and innovation may foster trust, creativity, and continuous improvement among
stakeholders, whereas a culture of hierarchy and resistance to change may inhibit
communication, creativity, and adaptability. By promoting a positive and inclusive
organizational culture, educational institutions can enhance stakeholder engagement, satisfaction,
and commitment to the institution's mission and vision.
By applying organizational theories to analyze education stakeholders' needs, interests, and
influence, educational institutions can develop strategies to effectively engage stakeholders,
address their concerns, and collaborate on initiatives to improve educational outcomes and
promote organizational effectiveness.

g) Use education principles to evaluate the role of organization culture in education

planning approaches
In evaluating the role of organizational culture in education planning approaches, we can apply
several education principles to understand how culture shapes planning processes and outcomes.
Here's how we can do this:
Inclusivity and Collaboration:
Education Principal Application: In education, inclusivity and collaboration are essential
principles that promote stakeholder engagement, shared decision-making, and collective
ownership of planning processes. These principles emphasize the importance of involving
diverse stakeholders, including students, parents, teachers, administrators, and community
members, in the planning process to ensure that their perspectives, needs, and priorities are
considered.
Evaluation: Organizational culture plays a crucial role in fostering inclusivity and collaboration
within educational institutions. A culture that values open communication, teamwork, and
respect for diverse perspectives encourages stakeholders to actively participate in the planning
process, contribute their ideas and expertise, and work together toward common goals. In
contrast, a culture characterized by hierarchy, siloed decision-making, or resistance to change
may inhibit collaboration and limit stakeholders' involvement in planning efforts.
Adaptability and Innovation:
Education Principal Application: Education planning approaches should embrace principles of
adaptability and innovation to respond effectively to changing needs, priorities, and
circumstances. These principles emphasize the importance of flexibility, creativity, and
continuous improvement in planning processes to address emerging challenges, leverage
opportunities, and enhance educational outcomes.
Evaluation: Organizational culture significantly influences the capacity of educational
institutions to adapt and innovate in their planning approaches. A culture that values
experimentation, risk-taking, and learning from failure fosters an environment where
stakeholders feel empowered to explore new ideas, experiment with different approaches, and
adapt plans based on feedback and evaluation. Conversely, a culture that is resistant to change,
risk-averse, or overly bureaucratic may stifle innovation and inhibit the implementation of new
planning strategies.
Equity and Social Justice

Education Principal Application: Education planning approaches should prioritize principles

of equity and social justice to ensure that all students have access to high-quality educational
opportunities and resources. These principles emphasize the importance of addressing systemic
inequities, promoting diversity and inclusion, and advocating for the needs of marginalized and
underserved communities in planning processes.
Evaluation: Organizational culture plays a critical role in advancing principles of equity and
social justice within educational institutions. A culture that values diversity, equity, and inclusion
promote awareness of systemic barriers and biases that may impact educational outcomes for
different student populations. It also encourages stakeholders to advocate for equitable resource
allocation, culturally responsive teaching practices, and policies that promote access and
inclusion for all students. Conversely, a culture that perpetuates inequities, discrimination, or
marginalization may hinder efforts to address systemic barriers and promote educational equity
in planning approaches.
Ethical Leadership and Accountability

Education Principal Application: Education planning approaches should be guided by principles

of ethical leadership and accountability to ensure transparency, integrity, and responsible
stewardship of resources. These principles emphasize the importance of ethical decision-making,
adherence to professional standards, and accountability for outcomes in planning processes.
Evaluation: Organizational culture shapes the ethical norms, values, and expectations that guide
decision-making and behavior within educational institutions. A culture that values ethical
leadership, integrity, and accountability promotes trust, transparency, and ethical conduct in
planning processes. It encourages stakeholders to uphold high standards of professionalism,
honesty, and ethical behavior in their roles as planners and decision-makers. Conversely, a
culture that tolerates unethical behavior, conflicts of interest, or lack of accountability may
undermine trust and credibility in planning approaches and compromise the effectiveness of
educational initiatives.
In evaluating the role of organizational culture in education planning approaches, it is essential to
recognize how culture influences stakeholders' attitudes, behaviors, and interactions within
educational institutions. By aligning planning processes with education principles that prioritize
inclusivity, adaptability, equity, and ethical leadership, educational institutions can create a
culture that supports effective planning, fosters innovation, and advances the mission of
providing high-quality education for all students.

1. LEVEL OF ANALYSIS OF ORGANIZATIONAL BEHAVIOR (OB)

The OB is concerned with the systematic study of what people do in the organization and how
their behavior affects organizations performance. Organizational behavior has three basic levels.

Individual Level (Micro level)

Organization behavior has viewed organization as individuals’ behavior. It studies the individual
behavior of people how they react to organizational plan, policies, etc. Psychological theories
like learning, motivation and leadership are also considered to the study of the behavior of an
individual. It has also studied the factor like learning, perception, belief and attitude of each
individual. OB studies the impact of psychological factor upon behavior and job performance at
individual level.
Analyze the characteristics and behavior of employees and thought processes that are attributed
to them, such as
 Motivation
 Perception
 Personality
 Emotions

Challenges at individual level

 Individual differences
 Job satisfaction
 Motivation
 Empowerment
 Behaving ethically

Group Level (Meso level)

Organization behavior has studied the group behavior. It has studied, how the group
interacts with each other? How they work? What types of tasks the groups are performing?
How does
leadership influence on the group etc.

Things studies at group level

 Group structure.
 Communication
 Conflicts
 Work teams.
 Challenges at the group level
 Working with others
 Workforce diversity
Organizational Level (Macro level)

Organization behavior is the behavioral science. It has studied the behavior of an organization as a
whole. To study the organization, it applies the knowledge of behavioral science. Organization
behavior has tried to analyze how the organizational structure designs technology influence to the
organizational effectiveness. It tries to focus the relationship between organization and
environmental factor that directly or indirectly affect organization.

Focus of analysis at organizational level.

 Organizational structure
 Culture
 Power and politics
 Change and development

Challenges at the Organizational

level

 Productivity
 Developing effective employees
 Putting people first

2. FIELDS THAT CONTRIBUTES KNOWLEDGE TO ORGANIZATIONAL BEHAVIOR

Psychology

Psychology has perhaps the first influence on the field of organizational behavior because it is a
science of behavior. A psychologist studies almost all aspects of behavior. Psychology deals with
studying human behavior that seeks to explain and sometimes change the behavior of humans
and other animals. Psychologists are primarily interested in predicting the behavior of
individuals to a great extent by observing the dynamics of personal factors.

Those who have contributed and continued to add to the knowledge of OB are teaching theorists,
personality theorists, counseling psychologists, and primary, industrial, and organizational
psychologists. The major contributions of psychology to OB are as follows; learning,
personality, perception, individual decision-making, performance appraised, attitude
measurement, employee selected, work design, motivation, emotions, work strain, and job
satisfaction.
Sociology

The major focus of sociologists is on studying the social systems in which individuals fill their
roles. The focus is on group dynamics. They have made their greatest contribution to OB through
their study of group behavior in organizations, particularly formal and sophisticated organizations.

Social Psychology
It has been defined as the scientific investigation of how individuals’ thoughts, feelings, and
behavior are influenced by the actual, imagined, or implied presence of others. It deals with how
people are affected by other individuals who are physically present or who are imagined to be
present, or even whose presence is implied.

In general, sociology focuses on how groups, organizations, social categories, and societies are
organized, function, and change. The major contributions of social psychology to OB are as
follows: behavior change, attitude change, communication, group process, group decision-
making.

Anthropology
The main aim of anthropology is to better understand the relationship between human beings and
the environment. Adaptations to surroundings constitute culture. The way people view their
surroundings is a part of the culture. Culture includes those ideas shared by groups of individuals
and languages by which these ideas are communicated. In essence, culture is a system of learned
behavior. Their work on culture and environment has helped us to understand differences
in fundamental values, attitudes, and behavior among people in different countries and within
different organizations. The major contributions of Anthropology in the field of OB are as
follows; comparative values, comparative attitudes, cross-culture analysis, organization
environment, and organization culture.

Political Sciences

The contributions of political scientists are significant to understanding behavior in

organizations. Political scientists study the behavior of individuals and groups within a political
environment. They contribute to understanding the dynamics of power centers, structuring of
conflict and conflict resolution tactics, allocation of power, and how people manipulate power
for individual self-interest.

In the business field, organizations want to attain supremacy in their field and indulge in
politicking activities to gain maximum advantages by following certain tasks like
Machiavellianism, coalition
formation, malpractices, etc. The main contribution of political science in the field of OB have
been concerned with, conflict, intra-organizational policies, and power.

Economics
Economics contributes to organizational behavior to a great extent in designing the
organizational structure. Transaction cost economics influence the organization and its structure.

IMPORTANCE OF ORGANISATIONAL BEHAVIOR IN MANAGEMENT

Some of the reasons why Organizational behavior is an integral part of most management
programmes is as follows:
1. Understanding the relationship between an organization and its employees: The
study of Organizational behavior helps in the better understanding of the relationship
between an organization and its employees thereby helping in the development of better
Human Resource strategies in creating a better work environment, employee loyalty and
increasing the overall value of the human capital for the organization.
2. Motivating employees: Studying Organizational behavior help managers to better
understand their employees and motivate them, applying different motivational tools as
per individual requirements resulting in the better performance of the organization as a
whole.
3. Improving industrial/ labor relations: Organizational behavior help in understanding
the cause of a problem, predict its future course and control its consequences. As a result,
managers are able to maintain better relations with their employees by nipping any
problem in the bud.
4. Effective utilization of human resource: Knowledge of Organizational behavior help
managers to manage their employees effectively and efficiently, inspiring and motivating
them to higher efficiency and productivity through a better understanding and analysis of
human behavior.
5. Predicting human behavior: This is probably the most important reason for studying
Organizational behavior in management. Knowledge of Organizational behavior prepares
students to become better managers by becoming a student of human behavior from a
management perspective and thereby contributing to organizational effectiveness and
profitability.
OTHER MODELS IN ORGANIZATIONAL BEHAVIOR

Autocratic model

The autocracy model is based on the autocratic leadership style: The source of power is the
manager, and all interactions in the organization get through to the manager, and the employer
controls the decision-making process, defining policies and methods to achieve objectives, work
activities, relationships and decides compensations or deserts. In the autocratic model, the
leader/manager has the power to govern his subordinates with specific tasks. The management
believes that these leaders are very aware of what is best for the organization; therefore, the
workers must obey orders. Psychologically, such an attitude will produce dependence between
workers and supervisors.

Some important signs in the application of autocratic models are a) relying on power, b)
managerial orientation is authoritarian, c) employee orientation is obedience to commands, d) the
psychological level of employees depends on the boss, e) employees' life needs are unmet, and f)
the result is minimal performance.

The Custodial model

The custodial model usually depends on economic resources (money). For example, managers
can stimulate employees by offering them facilities and benefits. However, in this model,
employees will not work as a team (less to share with others) because everyone will tend to focus
on themselves to benefit more than others. This model focuses on employee satisfaction and
better security. With this model, the need for security and employee benefits fullest.

In this model, a) employees depend highly on the organization, not the boss. As there is an
increase in the economic impact in remuneration and wages, all the workers will happily put in
more effort to gain more powerful rewards. this model relies on economic resources, b) manage-
rial orientation is money, c) employees' orientation is a sense of security and benefits, d) the
psychological development of employees depends on the attitude of the organization, e) the
needs of employees are fulfilled, and more safety is ensured, and f) performance results in the
form of passive cooperation.
The supportive model
The supportive model relies on leadership. For example, managers support their employees by
encouraging and supporting them to do a better job, get along with each other, and develop their
skills. Performance results will encourage increased productivity.

Depending on leadership, b) managerial orientation is supporting, c) employee orientation to

perform tasks and improve performance, d) psychological outcomes of employees such as the
level of participation, e) the employee needs are met along with performance recognition status,
and f) performance results are in the form of the establishment of motivation.

The collegial model

The collegial model means that employees depend on each other as a team to perform tasks.
Everyone has enthusiasm, self-discipline, and responsible behavior toward their duties. This
model adopts the flexible ability and the intellectual environment of scientific and professional
organizations. In an organization like this, not programmed activities always require the
effectiveness of team collaboration (teamwork) and need professional labor or scientists so they
can respond with a good job.

Its features are as follows; depending on the partnership, b) managerial orientation is teamwork,
c) employee orientation is responsible behavior, d) psychological outcomes such as self-
disciplined employees, e) the employee needs are met as an opportunity for self-actualization,
and
f) performance results are enthusiasm and cooperation.

The system models.

The system model is based on confidence and self-motivation. Performance results will be better
than expected because employees will be committed to performing their duties to achieve
organizational goals. One of the most important things to consider is that managers and leaders
must clearly understand the nature of their organization before making any decision. In addition,
they should consider and look at changes in the environment and, of course, the needs of
employees so that they can have the best models used to obtain better results. This example of an
effort in some corporations, based on trust or community, where employees are motivated and
committed to achieving organizational goals.

The characteristics of the models of the system include a) depending on the level of trust,
community, and understanding, b) managerial orientation is a concern and compassion/mercy, c)
employee orientation is a psychological attitude of a sense of belonging, d) employees'
psychological outcomes are self-motivated, e) the unmet needs of employees who cover many
things, and f) performance results are in the form of passion/spirit, commitment, and
organizational goals.

3. Illustrate police of school administrating power and authority influence in education

The role of school administrators in maintaining order, discipline, and a conducive learning
environment is crucial. They wield power and authority to ensure the smooth functioning of the
educational institution. Here are some ways in which they exercise their influence:

1. Establishing Policies and Procedures

Administrators create and implement policies and procedures that govern the behavior of
students, teachers, and staff within the school.

They define the code of conduct, dress code, attendance policies, and other rules that contribute
to a positive and safe learning environment.

2. Enforcing Discipline

School administrators have the authority to enforce disciplinary measures when rules are
violated. This may include issuing warnings, assigning detentions, or, in severe cases,
suspending or expelling students.

They work to address behavioral issues promptly to maintain order and ensure a focused learning
atmosphere.

3. Budget Allocation

Administrators hold authority over budget allocations, deciding how resources are distributed
among various departments and programs. This power influences the quality of education,
extracurricular activities, and the overall student experience.

4. Hiring and Supervising Staff

Administrators play a key role in hiring and supervising teachers and other staff members. They
have the power to make decisions that impact the quality of education by selecting qualified
professionals and ensuring they adhere to educational standards.

5. Curriculum Oversight

They have the authority to make decisions about the curriculum, ensuring it aligns with
educational standards and meets the needs of the students. This includes choosing textbooks,
implementing teaching methods, and evaluating educational programs.
6. Safety and Security

Administrators are responsible for the safety and security of everyone within the school
premises. They make decisions regarding emergency procedures, implement security measures,
and collaborate with law enforcement when necessary.

7. Parent and Community Engagement

They have the power to engage with parents and the community, fostering a positive relationship
and open communication channels. This involvement can influence the overall perception of the
school and garner support for educational initiatives.

8. Technology Integration

Administrators can influence the integration of technology in education, making decisions on

acquiring and implementing tools and resources that enhance the learning experience for students
and teachers.

9. Special Education and Inclusion

They play a crucial role in implementing inclusive education policies, ensuring that students with
special needs receive appropriate accommodations and support.

10. Professional Development

Administrators can influence the professional development opportunities available to teachers,

promoting ongoing learning and growth within the faculty.

In summary, school administrators exercise power and authority in a multifaceted manner,

impacting various aspects of the educational system to create an environment conducive to
learning and personal development.

4. Analyze interpersonal and group behavior in educational organization

Interpersonal and group behavior within educational organizations is complex and dynamic,
influenced by various factors such as organizational culture, leadership, and individual
personalities. Analyzing these behaviors provides insights into the functioning of the educational
institution and can contribute to creating a positive and effective learning environment. Here are
key aspects to consider:

1. Communication Patterns

Effective communication is vital within educational organizations. Analyzing interpersonal

behavior involves looking at how information flows between administrators, teachers, students,
and other staff members.
Open and transparent communication fosters a collaborative environment, while poor
communication can lead to misunderstandings and conflicts.

2. Leadership Styles

The leadership style of administrators influences group behavior. Autocratic leadership may
result in a hierarchical and less participative environment, while democratic leadership
encourages input from various stakeholders.

Effective leaders understand the needs of individuals and groups, promoting a shared vision and
fostering a positive organizational culture.

3. Conflict Resolution

Conflicts are inevitable in any organization. Analyzing how conflicts are managed within an
educational setting is crucial.

Constructive conflict resolution strategies, such as mediation and open dialogue, contribute to a
healthy work environment, while unresolved conflicts can negatively impact morale and
collaboration.

4. Team Dynamics

Educational organizations consist of various teams, including teaching teams, administrative

teams, and support staff. Analyzing group behavior involves understanding team dynamics and
how teams collaborate to achieve common goals.

Effective teams exhibit cohesion, mutual respect, and a shared commitment to the organization's
mission.

5. Organizational Culture

The culture of an educational organization greatly influences interpersonal and group behavior.
A positive culture promotes collaboration, innovation, and a sense of belonging, while a negative
culture can lead to dissatisfaction and turnover.

Analyzing cultural elements such as values, norms, and traditions provides insights into the
overall health of the organization.

6. Individual Motivation and Engagement

Analyzing interpersonal behavior includes understanding the factors that motivate individuals
within the organization. Teachers, administrators, and staff members are driven by various needs
and aspirations.

Recognizing and addressing individual motivations can contribute to higher levels of job
satisfaction, engagement, and overall well-being.

7. Inclusion and Diversity

Educational organizations are diverse environments with individuals from various backgrounds.
Analyzing interpersonal and group behavior involves examining how inclusivity and diversity
are embraced.

Inclusive practices contribute to a rich learning environment, fostering respect for differences
and enhancing the overall educational experience.

8. Professional Development

Interpersonal behavior is influenced by professional development opportunities provided by the

organization. Analyzing the support for ongoing learning and growth contributes to a culture of
continuous improvement.

Encouraging professional development enhances the skills and knowledge of educators,

positively impacting the quality of education.

9. Student-Teacher Relationships

Interpersonal behavior extends to relationships between students and teachers. Analyzing these
relationships involves understanding the dynamics that contribute to a positive and supportive
learning environment.

Healthy student-teacher relationships are crucial for student engagement, academic success, and
socio-emotional development.

In conclusion, analyzing interpersonal and group behavior in educational organizations is

essential for creating a positive, collaborative, and effective learning environment. It requires a
holistic approach that considers communication, leadership, conflict resolution, organizational
culture, and the diverse needs of individuals within the institution.

Describe why motivation is important in education organization

Motivation plays a crucial role in educational organizations, influencing both students and
educators. Here are several reasons why motivation is important in the context of educational
institutions:
1. Enhanced Learning Experience

Motivated students are more likely to actively engage in the learning process. They show a
genuine interest in acquiring knowledge and skills, leading to a more enriching and effective
learning experience.

2. Academic Achievement

Motivated individuals tend to set and strive for academic goals. Higher levels of motivation are
often associated with increased effort, perseverance, and a commitment to achieving academic
success.

3. Positive Classroom Atmosphere

Motivation contributes to a positive and dynamic classroom atmosphere. Enthusiastic and

motivated students create an environment that is conducive to learning, fostering collaboration
and interaction among peers.

4. Increased Attendance and Participation

Motivated students are more likely to attend classes regularly and actively participate in
discussions and activities. This contributes to a more vibrant and participatory learning
environment.

5. Self-Efficacy and Confidence

Motivation is closely linked to self-efficacy and confidence. When students believe in their
ability to succeed, they are more likely to tackle challenges, take risks, and persist in the face of
setbacks.

6. Improved Behavior and Discipline

Motivated students are generally more focused and well-behaved. They are less likely to engage
in disruptive behavior, contributing to a positive and disciplined school environment.

7. Teacher Morale and Job Satisfaction

Educators who are motivated and passionate about their profession are likely to experience
higher job satisfaction. Motivated teachers are more likely to put in extra effort, engage in
professional development, and create innovative and effective teaching strategies.

8. Retention and Reduced Dropout Rates

Motivation plays a role in student retention. When students are motivated, they are more likely to
stay committed to their education, reducing dropout rates and increasing overall graduation rates.
9. Fostering a Culture of Continuous Learning

Motivation encourages a culture of continuous learning among both students and educators. A
motivated educational community is more open to embracing new ideas, adopting innovative
teaching methods, and adapting to evolving educational practices.

10. Preparation for Future Success

Motivation in education instills a sense of responsibility and a work ethic that is valuable for
future success. It prepares students to face challenges, set and achieve goals, and develop the
skills necessary for lifelong learning.

11. Positive Impact on Mental Health

Motivation is linked to positive mental health outcomes. Students and educators who are
motivated tend to experience lower levels of stress, anxiety, and burnout, contributing to overall
well-being.

12. Community Engagement and Support

A motivated educational community often attracts support from parents, community members,
and stakeholders. Positive outcomes and a thriving educational environment contribute to a sense
of pride and support from the broader community.

In summary, motivation is a driving force that positively influences various aspects of

educational organizations. It enhances the learning experience, promotes academic achievement,
contributes to positive behavior, and fosters a culture of continuous learning and success for both
students and educators.

5. Examine management of staff development

The management of staff development is a critical aspect of ensuring the continued growth,
effectiveness, and adaptability of an educational organization. Here's an examination of key
elements related to the management of staff development:

1. Needs Assessment

The process begins with a thorough needs assessment. This involves identifying the skills,
knowledge, and competencies that staff members need to excel in their roles and contribute
effectively to the organization's goals.

Needs assessment can be conducted through surveys, performance evaluations, feedback

mechanisms, and discussions with individual staff members.
2. Goal Alignment

Staff development initiatives should align with the overall goals and mission of the educational
organization. Clear alignment ensures that the skills and knowledge acquired by staff contribute
directly to the institution's success and the improvement of educational outcomes.

3. Strategic Planning

Successful management of staff development involves strategic planning. This includes setting
short-term and long-term goals, outlining the steps needed to achieve them, and allocating
resources effectively.

Planning should consider the evolving needs of the organization, changes in educational
practices, and emerging trends in the field.

4. Professional Development Programs

Implementation of well-designed professional development programs is essential. These

programs may include workshops, seminars, conferences, online courses, mentorship programs,
and other opportunities for skill enhancement.

Programs should be diverse to cater to different learning styles and preferences among staff
members.

5. Leadership Involvement

Leadership plays a crucial role in staff development management. Leaders should actively
support and participate in professional development activities, demonstrating a commitment to
continuous learning.

Inclusive leadership ensures that staff members feel supported and encouraged in their
development efforts.

6. Resource Allocation

Adequate resources, both financial and human, should be allocated to support staff development
initiatives. This includes funding for training programs, hiring external experts, and providing
time for staff to engage in learning activities.

7. Feedback and Evaluation

Regular feedback and evaluation mechanisms are essential to assess the effectiveness of staff
development initiatives. This involves collecting input from participants, analyzing the impact on
job performance, and making adjustments as needed.

Evaluation should be a continuous process, allowing for iterative improvements to the staff
development strategy.

8. Innovation and Technology Integration

Embracing innovation and integrating technology in staff development can enhance the learning
experience. Online platforms, virtual training, and other technological tools provide flexibility
and accessibility for staff members.

9. Recognition and Incentives

Recognizing and rewarding staff for their commitment to professional development creates a
positive culture of continuous learning. Incentives, such as certifications, promotions, or special
projects, can motivate staff to actively engage in development opportunities.

10. Inclusive and Equity Considerations

Management of staff development should be inclusive, considering the diverse needs and
backgrounds of staff members. Equity considerations involve ensuring that development
opportunities are accessible to all, regardless of their role or position within the organization.

11. Succession Planning

Staff development should be linked to succession planning. Identifying and nurturing future
leaders within the organization ensures continuity and a smooth transition in leadership roles.

12. Partnerships and Collaboration

Collaboration with external partners, educational institutions, and industry experts can enrich
staff development initiatives. Partnerships provide access to a broader range of resources and
expertise.

In conclusion, effective management of staff development involves a strategic and holistic

approach that considers the needs of staff, aligns with organizational goals, and promotes a
culture of continuous learning. It requires ongoing assessment, planning, and a commitment to
providing resources and support for the professional growth of staff members.

6. Evaluate organizational development in education

Organizational development (OD) in education involves systematic and planned efforts to

enhance an educational institution's effectiveness, adaptability, and overall health. Evaluating
organizational development in education requires considering various factors that contribute to
the institution's success. Here's an evaluation of organizational development in the context of
education:
1. Strategic Planning

Positive: Effective organizational development begins with strategic planning. If an educational

institution has a clear vision, mission, and well-defined goals, it sets the foundation for
successful development efforts.

Challenge: Lack of alignment between the organizational development initiatives and the
overall strategic plan can hinder progress and result in fragmented efforts.

2. Leadership and Governance

Positive: Strong and visionary leadership is critical for successful organizational development.
Leaders who champion change, foster a positive culture, and provide direction contribute to the
institution's growth.

Challenge: Ineffective leadership, resistance to change, or a lack of support from governance

structures can impede organizational development efforts.

3. Culture and Climate

Positive: A positive organizational culture that values collaboration, innovation, and continuous
improvement is conducive to successful development. A supportive climate encourages staff and
stakeholders to actively engage in improvement initiatives.

Challenge: Negative or resistant organizational culture can create barriers to change and hinder
the acceptance of new practices.

4. Communication and Stakeholder Engagement

Positive: Open and effective communication is essential for successful organizational

development. Engaging stakeholders, including teachers, students, parents, and community
members, fosters a sense of ownership and shared commitment.

Challenge: Poor communication, lack of transparency, or insufficient engagement can lead to

misunderstandings and resistance to change.

5. Professional Development

Positive: A commitment to ongoing professional development for staff contributes to

organizational growth. Providing learning opportunities, mentoring programs, and skill-building
initiatives enhances the overall capabilities of the workforce.

Challenge: Insufficient investment in professional development or resistance to new teaching

methodologies can hinder progress.
6. Adaptability and Innovation

Positive: Organizational development should promote adaptability and innovation. Institutions

that embrace change, integrate technology, and explore innovative teaching methods are better
equipped to meet the evolving needs of students.

Challenge: Resistance to change, outdated practices, and a lack of willingness to innovate can
stagnate organizational development efforts.

7. Assessment and Evaluation

Positive: Regular assessment and evaluation of organizational development initiatives provide

valuable insights into their effectiveness. Using data to measure progress and make informed
decisions ensures that efforts align with desired outcomes.

Challenge: Inadequate assessment tools or a failure to use data for decision-making can result in
a lack of accountability and hinder improvement efforts.

8. Resource Allocation

Positive: Effective resource allocation, including funding, time, and personnel, is crucial for
organizational development. Adequate investment in technology, infrastructure, and professional
development contributes to sustainable growth.

Challenge: Limited resources, budget constraints, or misallocation of funds can impede the
successful implementation of development initiatives.

9. Inclusivity and Equity

Positive: Organizational development should prioritize inclusivity and equity. Institutions that
address diversity, equity, and inclusion concerns create a positive and supportive environment
for all stakeholders.

Challenge: Neglecting diversity and inclusion considerations can lead to disparities and hinder
the overall progress of the organization.

10. Community Partnerships

Positive: Collaboration with external partners, such as businesses, community organizations, and
other educational institutions, can enrich organizational development efforts. Partnerships
provide additional resources and diverse perspectives.

Challenge: Lack of collaboration or ineffective partnerships may limit the institution's ability to
leverage external expertise and resources.

In conclusion, the effectiveness of organizational development in education depends on a

combination of strategic planning, leadership, culture, communication, and resource allocation.
Successful efforts lead to a positive and adaptive educational environment that meets the needs
of students and prepares them for the challenges of the future. Addressing challenges and
continuously assessing progress are essential for ongoing improvement.