This document is a leadership essay written by Joshua Grover for an organizational behavior course. In the essay, Grover discusses various leadership theories including bureaucratic theory, scientific management theory, and classical theory. He argues that an effective leader needs to take principles from each theory and adapt to different situations. Grover also reflects on his own leadership style, concluding that he takes a situational approach and favors team leadership. He emphasizes the importance of communication, vision, and creating an environment that inspires learning.

1. Joshua S. Grover
06/28/10
Organizational Behavior in Education
Final Leadership Essay
Responsibility: perhaps no better word describes what a leader faces as he or she manages
an organization. As future leaders are cultivated and preened for future positions, it is necessary
and vital to instill upon them the importance of such a position. It was in the midst of great self-
reflection I realized how much I long to be an effective leader. It wasn’t until I participated in
Education 630 under the instruction of Dr. Dennis Van Berkum of Minnesota State University, that I
fully realized my potential as an educational leader. Through the required course-work, I’ve come
to understand what an effective leader is. As a result I have chosen to compose the following essay
on leadership. I will outline my point of view on organizational theory, leadership, and culture. I
will also provide a personal perspective of decision making. Throughout this process I will also
include my plan for growth in such an organization.
It is clear that throughout the last century many different concepts have been attempted as
an organizational theory. When reflecting on traditional theories it is evident that all of them have
some principles that can be useful in today’s school systems. There are three organizational
theories that beg investigation: Bureaucratic, Scientific Management, and Classical theories. In the
following words, I will explore each theory and its validity as a useful management tool.
The Bureaucratic Theory is truly an impersonal concept as Robert Owens and Tomas
Valesky state in their instructional text, Organizational Behavior in Education (Owens, Valesky pg.
89). The aspect of excluding irrational personal and emotional factors has both its advantages and
disadvantages within education. On one hand, having set policies and procedures allows for
smoother conflict resolution in certain situations. On the other hand, the exclusion of emotion and
personal feelings/factors seem to limit creativity.
The second area of consideration is the idea of Scientific Management. Although somewhat
as impersonal as the Bureaucratic Theory, the Scientific Management concept begins to focus on
motivation within the work place. To me this factor is the most valuable. However, the only
motivation taken into consideration in the use of this concept is purely compensational. Money can
be a huge motivator in many industries, but what happens when there isn’t enough money to
motivate?

2. The last area to be reflected upon is the Classical Theory of organization. This area seems to
take the idea of motivation to an entirely new level. The inclusion of such things as: “ideals, values,
beliefs, and the need for personal satisfactions” as motivators are crucial in the organizational
process (Owens, Valesky pg. 90). However, there is one negative factor within this theory. It is the
idea of the “scalar principle”. While some system of hierarchy needs to be in place, the belief in a
lack of communication between the different levels of the hierarchy is truly detrimental.
It is my conclusion that, as leaders, we need to find a common-ground between all of these
concepts. It has always been held as good practice to look at history. It is clear that at some point
all of these concepts had success. We need to look at what principles were successful and build
from there. We need to take the good aspects of each and come up with a flexible, liquid form of
organizing. This is where the Organizational Behavior concept comes into play. It takes into
account many different variables while still staying structured and methodical.
Conversely to the flexibility of managerial style, all leaders need to have a clear vision of
leadership that is not easily swayed. If change were to happen in this area it is only because it
evolves into a stronger more well-rounded vision. It is my vision to have an educational
organization that fosters a love of learning. In order to achieve this, it must have an atmosphere of
mutual respect and constant demonstration of desired behavior. It is also part of my vision that, as
educators, it is our obligation to teach the “whole child”. We must teach children how to be
positively influential members of society. This means creating an atmosphere of collaboration and
cooperation. It is this vision that has shaped my understanding of what an effective leader is.
To be a leader in schools today, one must first have an understanding of what their
particular definition of leadership is. I believe that everyone has and should have their own
definition for what an effective leader should be. This is because that definition is directly related
to their leadership style.
Upon reflecting on my definition of leadership, one word initially comes to mind. That word
is, “inspirational”. I, and fellow members of the Ed. 630 class, have come to an understanding that
effective leaders should inspire. This term really describes effective leadership more than any
other I can think of. An effective leader must be someone who can identify the strengths of his team
and be able to bring that out in each of its members. An effective leader must also establish an
environment or feeling that is inspirational to students as well.

3. The next idea that comes to mind is the idea that an effective leader needs to adjust to all
circumstances. Until now I viewed myself primarily as a transformational leader. After much
reflection, I now know that I’m more of a situational leader. A situational leader is a leader who
uses not just one style of leadership but uses whatever style he/she sees fit in a given situation;
otherwise termed as the “Right Style”. An effective leader needs to be able to read his/her team and
make split second decisions based on the dynamic of the group. Every team has different strengths.
A good leader knows how to identify those strengths and use them to provide the best learning
environment possible.
As I reflect upon my personal leadership definition, I find myself revisiting my managerial
style quite often. I realize that I favor more and more of a team leadership style. According to the
Blake Mouton model, a Team Leader stresses production needs as well as the needs of people
equally high (Owens, Valesky). By nature, this style tends to be a great motivator, but more
importantly, the team has a greater sense of ownership and satisfaction. The team style of
leadership goes hand in hand with situational leadership especially if one tends to be leaning
toward the participating side of the situational model. As I reflect on the situational model even
more, I find that I have more of a selling style for my decisions. This helps me realize how much of a
human relationship driven leader I am and in establishing a nurturing environment for the students
of whom I’m responsible for.
As educators, leaders, and paraprofessionals, we must not limit ourselves by one governing
style or definition. We need to be flexible and fluid in all that we do. It is with great satisfaction I
find myself having those qualities.
In everything we do, we must constantly remind ourselves of why we are doing it. We are
not teaching for ourselves. We are not teaching for our administrators. We are not teaching for the
school-board. We are always teaching with the student in mind. As members of this team, we have
a tremendous responsibility and we must treat it as such.
During the weeks in Ed. 630 at MSUM, so much self-realization was done in regards to
leadership style and philosophy. It is apparent that educational organizations are slowly moving in
a different direction. Leadership is no longer being viewed as a boss or managerial role. It is now
being viewed more as a coach. This coach is more than a dictator that barks orders. His/her job is
to be an inspirational figure to a team. The concept of teaming is very valuable. In the next section,

4. I will outline three positive outcomes as a result of teaming within an organization. First, I will
address how teaming divides work load more evenly. Second, I will highlight how teaming can
improve communication among staff members. Lastly, I will discuss the idea of teaming creating an
environment that is a reflection of what we desire in the class room.
Anyone who has been in the teaching profession knows how daunting of a task it truly can
be. As the need for more data driven assessment rises, so does the need to delegate work load
among staff. Creating teams is one of the most efficient ways of dividing responsibility. Doing so,
has several positive outcomes. People have a sense of ownership when they work together to
achieve a goal. They have a greater sense of involvement in the establishment. All of these things
have a common thread linked to motivation. Instead of being overwhelmed with the task ahead,
professionals tend to get excited for the process of attaining a goal.
Another positive outcome of creating teams is the increased communication between staff.
This is where a Team Dimensional Profile would be of great use. As a leader it is important to see
what kind of patterns individuals follow. An effective leader will take those patterns into
consideration when establishing teams to improve communication. At South Elementary in West
Fargo, Principal Loren Kersting has established teams based on such observations. As a result,
communication has greatly improved among staff members. Another result is the dramatically
reduced influx of faculty members occupying Mr. Kersting’s time. Teaming can also improve
communication by creating opportunities for staff to have a voice. When teaming is not involved,
the organization has a tendency to be more scalar, that is to say; the communication between the
administration and staff tends to be lost somewhere in the middle. When teams are established, the
playing field of communication becomes more leveled.
An important effect of teaming is how it creates an environment that emulates what we as
teachers desire in the classroom. Often times it is so easy to adopt a “do as a say, not what I do”
mentality in the classroom. How though, can we expect our children to work as a team when we as
teachers are unable to do so? Creating teams among the organization demonstrates to all parties
that the organization really does practice what they preach. Having that kind of consistency is
crucial to an effective institution.
It is very clear that teaming can be a vital tool when leading an organization. Establishing
teams divides work load more evenly, improves communication within an organization, and creates

5. an environment that we desire for our students. These are just a few benefits of teaming. I look
forward to discovering new benefits of teaming as I establish my role as coach.
As leaders, it is imperative we look at the elements that compose the organizational climate
of our schools. This will guide both our communication with staff and our decision making. When
looking at my own situation, I suspect it is much like any other educational organization. I believe
the diagram on page 200 of the Owens accurately portrays the aspects that influence school climate.
However, in the diagram the factors seem to influence the climate evenly. It is my experience that
some factors influence the culture more heavily than others. Overwhelmingly, the factor that
influences my schools’ culture is the organization. This is where the interaction-influence system
comes into play. This principle focuses on the idea that the structure and interaction of an
organization are interdependent.
After careful reflection I’ve come to understand my school’s climate is dictated by how
effective the communication is. It is my opinion that communication among teachers at my school
is very well maintained and student-driven. To me, that is very important. This idea establishes a
climate and culture that is pupil-based. Teachers communicate questions and concerns about
students, so they may provide the best opportunities possible. It is evident this process is a positive
influence on the organizational climate. The area I believe needs evaluating would be the one of
communication between leadership and teachers. I fear this is an issue with many schools. As in
many institutions, there seems to be a brakedown of communication between the administration
and the faculty. This has resulted in less motivation, uncertain decision making, and negative
feelings. It simply is another example of how the scalar principle is not effective. It has a
profoundly detrimental impact on the climate of our school and any school. To me, it drives home
the fact of how much a leader can affect the organizational behavior of his/her staff both negatively
and positively. Ultimately, there are many factors that influence a school’s climate. As leaders it is
important we look at factors that influence the climate the most initially. Of course, what factors
have the most influence is totally situational and should be treated as such.
It is truly amazing how many variables a leader must take into account when defining an
organization’s culture and climate. When studying organizational culture it is necessary to consider
the many established symbols. South Elementary is no exception to this rule. When reflecting on
my school’s organizational structure, I chose three symbols that have a great impact. The three
symbols are: heroes/heroines, traditions, and beliefs. Over the next couple paragraphs, I will
reflect on how each symbol is manifested in the school.

6. At South Elementary, we take pride in having the most qualified, experienced staff.
Recently, we were faced with the retiring of 5 teachers that have been “symbols” at south for
decades. These people had a profound impact on the organizational culture of the school. To me,
they were viewed as heroes/heroines. Often, teachers would come to them for advice, teaching
strategies, and friendship. As a result, the culture was both directly and indirectly defined by their
leadership.
With the organizational culture at South, I found tradition played a large part in its
definition. I believe this is an indirect result of having a low turn-over rate among teachers.
Because of an established bond between faculty members, certain traditions have been established
at South. These traditions help shape the organization and strengthen the bond amongst the
members of the staff. As a result of teachers being in positions for a longer amount of time, they
themselves have established traditions within the school. These traditions range from holiday
programs, musicals, field trips, and classroom parties. All of these things help to shape the climate
of the organization.
Lastly, South Elementary is often defined by its belief system. It is this area where I found
the most use for the “Diagnosing a School’s Culture” document that was included in the Ed. 630
course. I found South is shaped by the belief in having high expectations of the staff as well as the
students. I believe this attitude has a profound impact on most every aspect of the environment. It
might be the sole reason South Elementary made A.Y.P. during a time where it is nearly impossible
to do so. One of the reasons this idea is so central is not only do the teachers and administrators
have high expectations, but the expectations are clearly defined as well. The defining of
expectations is crucial to having success. This greatly reduces miscommunication as well as
confusion.
Diagnosing the culture and climate of an organization is truly a complicated task. Nothing is
clear cut. Nothing is definite. When breaking down the complexity and looking at the supporting
evidence, two factors seem to stand out as effecting organizational climate; communication and
perception. How people communicate with one another as well as how people perceive situations
and environments can have a lasting impact on the success of an organization.
Through all of this analysis, to understand as leaders we need to support a climate of
success and exploration and not failure and limits. According to Organizational Behavior in
Education, the schools that do this have higher levels of achievement. It states, “schools that

7. emphasize supportiveness, open communication, collaboration, and intellectuality, and that reward
achievement and success, out-perform those that emphasize competition, constraint and
restrictiveness, and rules and standard operating procedures, and that reward conformity” (Owens,
Valesky pg 221). I believe this statement reinforces the need to establish such an environment.
Within this type of environment it is only natural to look at the symbols that have a great impact on
the environmental culture. As leaders we need to reflect upon these symbols and reinforce the
ones that have a positive influence and address those that don’t.
During my experience in Ed. 630 at MSUM, I’ve found one thing to be overwhelmingly
evident when it comes to decision making. It’s that every decision made is purely based on the
situation at hand. There is no one answer to any given problem. This seems to go hand-in-hand my
previously defined style of leadership. According to the Vroom and Yetton taxonomy there are
three different processes that guide decision making: autocratic, consultative, and group processes.
In the next few words, I will outline why leaders should and should not use a particular style based
on individual situations. I will also give insight on how I would make decisions as a leader.
The first process of leadership is autocratic. Within this process there are two styles: AI
and AII. An AI leader “makes decisions based on whatever information is available” (Owens,
Valesky pg 304). An AII Leader “secures necessary information from the group and makes a
decision” (Owens, Valesky pg 304). . Based on these definitions it is evident little to no decision is
to be made by the group as a whole. Superficially, one would think there is no situation that
dictates this type of action. However, when taking into account absolute district policy and
procedures this style becomes useful and appropriate. If a student where to violate a clearly stated
policy then a leader can and should take appropriate action without having to consult the team. On
the other hand, this process should not be used when a situation is presented that is ambiguous or
if it affects the group on a grand scale. This type of leadership should be used with utmost care.
The second process of leadership is consultative. There are also two styles to this process.
“The CI style of leadership shares the problem or situation with relevant members of the group on a
one-to-one basis and makes a decision” (Owens, Valesky pg 304). “The CII style of leadership
shares the problem with members as a group at a meeting, than decides” (Owens, Valesky pg 304).
This style also leaves little to no decision making to the group. However, it creates an environment
where the group is kept in the loop about particular situations. To me this style is useful when
wanting to use the strengths and experience of a group to make the best decision possible while
still letting the leader have the final say. This style would be of great use if a situation presented

8. itself as being somewhat clear as to what decision is to be made and if it were to affect the group as
a whole. It would not be useful if the situation where to be ambiguous, individualized, or private.
The last process is that of the group. It consists of only one style. The GI style of leadership
“shares the problem with the group and facilitates efforts of the group to reach consensus on a
group decision” (Owens, Valesky pg 305). This type of leadership is much more team oriented. It
would be safe to assume that most decisions would not be made in this manner. It is the time
consuming aspect that guides me to this conclusion. A leader can’t make split-second decisions
using this process. However, in situations concerning the group as a whole, and have a very direct
impact on the student learning, this style of leadership can be very useful. It is my opinion that this
style should be used whenever it can.
According to Vroom and Yetton, all styles of leadership need to be viewed from an
organizational behavior aspect. For this reason, no situation can and should be treated the same.
The leadership styles they present are merely suggestions. I’ve come to the conclusion situational
leadership is an answer that should guide many decisions. Leaders are appointed to a position in
order to accurately gauge situations and make the best decision possible. It is my hope as a future
leader I can make decisions that create an environment that is student centered and motivated.
As leaders, we are faced with a multitude of situations. It is fair to assume that while
situations may be similar, no two are exactly alike. Decisions need to be based on the particular
situation at hand. Vroom and Yetton established a guideline that can be useful in determining what
style of leadership can be used in a given situation.
However large or small, it is reality to assume change as being a necessary part of decision
making as well. It is my personal view that change is very powerful. It has the power to make or
break relationships and even organizations themselves. In next few words, I will outline my view of
change within an organization, the impact of change on the organization, and power’s effect on
change.
It’s hard to imagine a world without change. A world without change would be lifeless,
boring, and stagnate. It would be safe to assume education without change would yield the same
result. When considering any type of change within an organization it is most important to
consider all ramifications. Today, it is all too easy to change for the sake of change instead of
changing for a purpose. It is necessary to involve anyone who has stake in any particular change. It

9. is my opinion that a normative-reeducative approach is one of the best strategies for change. This
strategy positively affects productivity through the use of collaboration within the organization.
The impact of change can be very profound. Even when looking at past personal
experiences, I see the smallest variations had a lasting impact on my life. In education, the same can
be said. Sometimes the smallest, well-thought-out change can have the largest impact on an
organization. Conversely, there are times where the biggest and grandest restructuring resulted in
no impact or a very negative one. In addressing change, if and when change must be made, there
needs to be a systematic approach. As with any decision, an effective leader must consider all
aspects of an organization in initiating change. Every organization is unique and dynamic. It is
important to gain understanding of how one’s own institution lives and breathes before making
change.
Through experience and observation, I’ve come to understand the effect of power on
change. I believe power is often abused especially when it comes to state and federal guidelines.
This, do it or else mentality, is slowly turning out to be ineffective. As a result, adopters are forced
to work in an environment that is set up to fail rather than to succeed. This Power-Coercive
strategy of change is seemingly useless for educational purposes but somewhat useful for political
gain. Today, the need for power with responsibility is great. As leaders we must find ways to
spread power as equally as we can in order to create an atmosphere of checks and balances.
It is evident in order for any educational organization to be deemed successful there must
be positive change. As leaders we must carefully consider all aspects of change. We must have a
clear vision. We must also have a clear understanding of how to institute change.
During my experience at West Fargo, I’ve observed a great deal of change. West Fargo
Public Schools is known for its outstanding growth. The district is slowly running out of room for
students. It is my feeling the administration is doing the best they can with the situation at hand.
Perhaps the biggest factor limiting their ability to manage such a change is the people of West
Fargo. In the West Fargo Public School system, decisions such as building new schools and facilities
need to be taken to the people via referendum. After two failed attempts, administrators seem to
be running out of options. As leaders we need to have a vision that includes such potential
situations. It is my vision to be prepared with both educational precedence and philosophy in order
to act as someone who can guide a board in making accurate decisions.

10. During Dr. Van Berkum’s education course, a great deal of self-realization occurred. It is my
opinion this essay is simply the beginning of what I believe to encompass the concept of leadership.
Ultimately, the realization one must not stop learning and growing in their vision, is most valuable.
As leaders we must be willing to be responsible pioneers in education. Educational leaders have a
great deal of responsibility. After all, the job of educating children is arguably the most important
profession in society today.
In this essay, it was my attempt to illustrate what I believe an effective leader to be. In
doing so, I outlined my point of view on organizational theory, leadership, and culture. I provided a
personal perspective on decision making. Throughout this process I included my plan for growth in
such an organization.
Citation
Owens, Robert, & Valesky, Thomas. (2007). Organizational behavior in education. Allyn & Bacon.