The Concept of Organized Anarchies

Traditional structuralist approaches of classical theory emphasize the logic and order of human social systems, viewing the decision making processes as highly integrated sequence of logical processes. There was a great emphasis on stating objectives explicit behavioural terms, formal detailed assessment of educational need, system analysis, and rational planning system such as Management by Objectives (MBO) and Planning budgeting Systems (PPBS). The approach generally envisioned: 1. Explicit definition of organizational goals (and sub-goals) 2. The systematic selection of the least costly plan from among alternative possibilities to achieve the goals. 3. The development of programs, program elements and sub-programs elements and sub-elements (all rationally ordered and related required to carry out the plan. Micheal Cohen, James march and Johan Olsen identified three distinctive features of educational organizational concepts that are troublesome in applying classical organizational concepts. 1. Their goals are not specific and clear. 2. Their technology is unclear and not well understood. 3. Participation in them is fluid. Organizations manifesting these characteristics have been called organized anarchies, so as to clearly distinguish them as a distinctive type or class of organization quite different from that usually envisioned in traditional classical organizational thought.

The Garbage Can Model Of Organizational Choice

They suggest that some organization can be described better as a loose collection of ideas than coherent structure; [the organization] discovers preferences through action more than it acts on the basis of preference. The conventional view of organizational choice is that some alternative solutions are generated; these are examined for likely consequences; then the alternatives evaluated in terms of potential payoff in achieving the best solution to the problem; and finally a decision is reached.

They described a much more complex and unstructured process, shifting combinations of problems, potential solutions, people, and opportunities to make choices that intermesh in complicated ways.

Educational organizations As loosely Coupled Systems

Loose Coupling means that although subsystems of the organization (and the activities that they carry out) are related to one another, each preserves its own identity and individuality. We can contrast this image of reality with the conventional explanations of how schools go about doing things: namely processes as cost-benefit analyses, division of labor, job descriptions, authority vested in official office, and consistent evaluation and reward systems.

Educational Organizations As Dual System

The indirect ways of influencing the instructional behaviour in the school 1. Control time 2. Assignment of students to classes 3. Grouping Principal also influence instructional behaviour of teachers through their control resources: teaching space, the availability of equipment, access to the copying machine, and even availability of such mundane basic supplies as paper and pencils.