Teoría Organizacionales en el campo.

1. ORGANIZATIONAL THEORIES
Miryam Catalina Paucar Amagua
Cátedra Integradora
University of the Armed Forces of Ecuador ESPE

2.  Organizational theories in the field of school
organization.
There are some types of organizational theories such as:
At this stage the leaders or authorities are free
to make decisions.
It keeps the systems in a state of dynamic
equilibrium, which change continuously and
adapt to the environment and circumstances.
It focuses mainly on efficiency and productivity, It does not take into
account the behavioral attributes of teachers, students, staff and
workers.
It is based on human needs, since it allows creativity, individual
growth and motivation, to produce positive results.
Systems
Systems
Contingency
Neoclassical
Classic

3. 
ORGANIZATIONAL THEORY AND THE
EDUCATIONAL ORGANIZATION.
Institutions consist of cognitive, normative and regulatory structures and
activities that provide stability and meaning to social behavior.
Organizational Theory and the
educational organization
Cognitive
process
- It results from taking
the belief system as
their own.
. - Indicates how to
see the world and
what actions are
effective.
Regulatory
Process
- Refers to the degree
to which the
inhabitants of a given
country.
-They value the
entrepreneurial
activity as the
creative and
innovative mentality
of people.
- It implies social
obligation, norms.
Regulation
process
- The laws,
regulations and
government policies
that provide support
for new businesses
reduce the risk for
people starting a
new business.

4.  POPULATION ECOLOGY
Population ecologists believe that the environment determines the
chances of success or failure for organizations
 (Baum 1996) classifies these determinism processes into three sets:
2.-Ecological
processes,
which include
niche width
dynamics.
3.-Environmental
processes, which
include institutional
factors.
1.-
Demographic
processes,
which include
age
dependence

5. A NEW MODEL FOR CLASSROOM STRUCTURE
ORGANIZATIONAL
STRUCTURE IN
TERMS OF THREE
VARIABLES:
Formality.- It can be
measured by the
rules written in an
organization and
implies
"organizational
control over the
individual" (Hall
1999).
Complexity.- It can
be measured by the
"division of labor, job
titles, multiple
divisions and
hierarchical levels"
(Hall 1999).
Centralization.-
Centralization "refers
to the distribution of
power within
organizations" (Hall
1999).

6.  A NEW MODEL FOR CLASSROOM STRUCTURE
STRUCTURAL
CONTINGENCY THEORY
He maintains that there is
no single and effective
structure for all
organizations.
Contingency factors may
include: strategy, size,
task uncertainty, parent
organization, public
responsibility, critical
assets and technology
(Donaldson 1996).

7. The stages of the SARFIT model:
 An organization is fit.
 There is a contingency change.
 The organization is in mismatch and performance suffers.
 The organization performs structural adaptation.
 The organization achieves a new adjustment and performance
recovers.

8. Contingencies
that are planned
in a course
THE CLASSROOM AND ITS
CONTINGENCIES
The learning
objectives.
The
cognitive
domains
they hope to
obtain.
The
technology
they will use..
The
evaluation
techniques.

9.  THE CLASSROOM AND ITS STRUCTURE
 The classroom is the form adopted by
the system of relations between
individuals of a society or groups. It
can also be said that it is a group of
individuals with an organization that
develop in an environment that can be
virtual or real.
 The structure is the arrangement and
order of the parts within a whole,
whose objective is to specify the
essence of the object of study.

10. Web bibliography
https://www.google.com/search?q=Organizacional&tbm=isch&ved=2ahUKEwigjaXticrlAhUrtlkKHSs
MAbQQ2-cCegQIABAA&oq=Organizacional&gs_l=img.3..0l10.5022.8830..9444...0.0..0.350.3280.2-
13j1......0....1..gws-wiz-img.......0i67.p0y3sXX3-mw&ei=vrO8XaC2Davs5gKrmISgCw&bih=608&biw=1366
https://evirtual.espe.edu.ec/programas_scorm.cgi?id_curso=15673&id_unidad=1641
97&id_pkg=2081&wAccion=ver_scos
http://fcasua.contad.unam.mx/2006/1230/docs/unidad1.pdf