DEFINITION: RIGIDITY1.firm and stiff: not bending or easily moved into a different shape or position2. inflexible: applied or carried out strictly, with no allowances or exceptions “ a rigid set of rules”3. refusing to change: unwilling to change or adapt behavior, opinions, or attitudes“ Despite arguments to the contrary, she remained rigid in her stand”
LACK OF RESPONSIVENESS* A behavior resulted from rigidity. *An outcome from a rigid thought, rigid principles, etc. * Insensitive, indifferent, passive, u ncaring, cold, unsympathetic, po ker-
INTRODUCTION. ABOUT SELF: REFUSED PROMOTIONS DUEA TO A RIGID PRINCIPLE: “NO POSITION, LESS RESPONSIBILITIES, LESS PRESSURES, LESS PROBLEMS, LESS STRESS AND NO ACCOUNTABILITIES.”B. ABOUT A FORMER SET OF EXECOM: * SENIOR CITIZENS * RESISTANT TO CHANGE * SLUGGISH TO NEW IDEAS, INFORMATION ESP. TO NEW TECHNOLOGIES.C. STORY OF DEAN DELA CRUZ
POSSIBLE REASONS OF RIGIDITY AND LACK OF RESPONSIVENESSA. From the abstract on Rigidity and behavior: 100 years of research of Schultz P. Wesley and Searleman Alan, that rigidity is curvilinear related to age, positively related to authoritarianism (particularly under stressful situations), and negatively related to intelligence.
• An insatiable need to be right which masks a deep fear of being wrong• A high need to expect others to see it your way• An inability to say, "I dont know." and "I was wrong.“• Feeling threatened when new ideas come from other people
• Fear of hearing new information that threatens your beliefs• Fear of letting go; need to be in control of self at all times• Preoccupation with winning approval from others• The need to always be seen as tough, powerful and strong
• Pride at always being rational and logical• Uncomfortable with expressing sensitive feelings• Shame and fear of being vulnerable and insecure• Fear and severe discomfort about having bad feelings• Believe that others who disagree with you are wrong and should "just get over it“• Use charm, anger, withdrawal or blaming to settle arguments
CAN YOU THINK OF PEOPLE IN YOUR INSITUTION WHO ACQUIRE THOSE CHARACTERISTICS? ARE THEY YOUR ADMINISTRATORS? COLLEAGUES?
Fear Fearis the major dynamic is the major dynamic operating in this operating in this condition. condition.
Sigmund Freud called this dynamic"omnipotence of thought.“ He considered it a psychological defense to avoid inner anxiety and a sense of becoming fragmented when there is disagreement.
C. The existence of the Bureaucratic organization in the educational system.
THE BUREAUCRATIC MODEL REVISITEDA review of the performance of the bureaucratic organization clearly shows that it perpetuates permanence through an administrative system built to promote order and stability.
Here are its common characteristics as mentioned by Weber:1. Fixed and official jurisdictional areas.2. An office hierarchy and levels of graded authority that perpetuates a firmly ordered system of supervision in which there is a supervision of the lower offices by higher ones.
3. Management based upon written documents which are preserved in their original or draft form – the files.4. Specialized office management that usually supposes expert training.
5. Official activity that demands the full working capacity of the official irrespective of the fact that his obligatory time in the bureau may be firmly delimited.6. Management that follows general rules.
All these could easily lead to order andstability, that is, structurally, sinceadministrative positions are placed in thedifferent levels of the structure. However,in due, time, predictably enough,“bureaupathology” will set in whichaccording to Walton has the followingrecognizable symptoms: resistance tochange, strong attachment to subgoals,routinization, impersonality, insecurityreflected in the need to control, andquantitative compliance.
THE IMPERATIVE NEED FOR DYNAMISM An educational organization cannot afford to feel like a contented cow or remain bureaucratic for many reasons, the major ones of which are the following:First, knowledge has demonstrated through time that it is forever increasing by leaps and bounds.
Second, the educational organization must simply have to move fast enough in pursuit of that increasing knowledge.
Third, competition has become stiffer and more pronounced as ever not only among graduates of the same class, among graduates of different classes but also among professions.
Fourth, the competition of one organization against another has become so pronounced that most ofthose who are involved arealready talking of “survival strategies”.
A . Most educational institutions prefer young, smart, qualified and dynamic teachers whowill be trained and become the future leaders and administrators.
B. Ways to Break into Rigid Thinking and Get a Happier Life!Being willing to own the behavior and thenforgive yourself for doing it will boost you to ahigher level of consciousness. Breaking intorigidity will give you an increase in personalpower. Instead of having power over others,you develop a power over yourself. This is realSelf-esteem!
• Being inflexible can continue because you have not known how to break the pattern or you do not want to give up being in control. Ask yourself these questions:• "Do I want to be right or do I want to be happy?• Do I want to get my way or do I want to feel closeness with others?• Am I willing to balance my logical, left brain with my intuitive, feeling right brain to make me a well-rounded person?"
C. OrganizationalStructure Design for Dynamism
The educational organization must fuse the merits of bureaucratic and adhocratic models to make the whole organization itself adaptive. That while there should be order and stability in the administrative system as a merit of the bureaucratic design
in order to pursue plannedprogram/project objectives and organizational goal, there should at the same time be abuilt-in capability for flexibility and change as a merit of adhocracy to meet the challenges of development.
How will this statement of principle apply?First, the administrative system structure should conform to the structure of objectives.
Second, an operational mechanism should be installed in the administrative system structure to bring aboutthat desired flexibility and change.
Third, policies should beformulated and adopted that would guide the administrative system to decide and to act in accordance with the complementation of both models.
FIGURE 3. FUSION OF THEBUREAUCRATIC AND ADHOCRATIC STRUCTURE – TOWARDS AN ADAPTIVE STRUCTURE MODEL
Figure 3 illustrates the fusion of bureaucracy and adhocracy in an administrative system structure. The bureaucratic substructure is represented by the top, middle and lower boxes as they are connected to each other on the one hand, and to the bureaucratic substructure on the other, by broken lines which in the aggregate may be called the adhocratic line of authority. This whole arrangement or mechanism is an alternative design to bring about that desired flexibility and change.
IN OPERATIONAL TERMS, X OR Y, MAY BE REPRESENTED BY A TEAM OF EXPERTMANAGERS OR SPECIALISTS FROM EITHER THE TOP, MIDDLE OR LOWER LEVELS OF THE STRUCTURE, OR IT CAN BE REPRESENTED BYOMBUDSMEN OR ASSISTANTS WHOSE MAJOR TASKS WOULD BE TO REINFORCE WEAKADMINISTRATORS OR UNITE SO THAT PLANNED OBJECTIVES WILL CONTINUE TO BE PURSUED WHILE MEETING THE CHALLENGES OF DEVELOPMENT.
In model A, the adhocratic substructure islodged in if not based on the topadministrative level. This implies thatflexibility and change if desired will beinstituted by the top administrative levelwhen organizational dilemmas occur andno solution is at hand. That the adhocraticsubstructure is lodged if not based on topmanagement also implies that the middleand lower administrative levels
or a part therein are basically weak and always look up to the top for solution even for their own problems. On the other hand, if the middle and lower administrative levels are strong and can be depended upon, then the adhocratic can be made to confine itself to the study of development problems, beyond what existing programs and projects are presently pursuing.
In model B, the adhocratic substructure is lodged in if not based on the middle level. This implies that flexibility and change if desired will be instituted by the middle administrative level when organizational dilemmas occur in that level and below it and no solution is at hand. That the adhocratic substructure is lodged in if not based on this level also implies that the lower administrative level
is basically weak and always look up to the middle for answers to their own problems. More than these implications, the following suggestions are clear: first, that the middle has good relationships with the former and the second, that the top does not believe in centralized authority to solve problems where these can be taken care of by the middle.
Model C, the adhocratic substructure is lodged in if not based from the lower administrative level. Its implication follow the logic ofanalysis in Models A and B and asthey apply to this particular level and in relation to the top and middle levels.
CASE OF DEAN DELA CRUZThe Case illustrates that unless there is no provision for flexibility and change in the organization, Dean dela Cruz and hundreds like him will have to stay in their posts for another three years while the organization suffers.
If model A, however, is there, top administration can easily send X or Y (may be represented by a managerand/or his team) to reinforce Dean Dela Cruz without thelatter feeling that his position has been usurped,
because the move is a built-in mechanism of the organization structure design. In this particularcase, the adhocratic substructure is reinforcing the weak bureaucraticsubstructure. Flexibility and changeare introduced without necessarilydestroying order and stability which the bureaucratic substructure represents.
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