第二十三章 指尖如酒

reflectivepaper

        ◆theoryxandtheoryy

        in1960，douglasmcgregorsuggestedthetermsoftheoryxandtheoryyinhismanagementbook.theoryxhadthreesystems，givingalittleornotrusttosubordinatesrespectively.theoryy，onthecontrary，hadcompletetrustandconfidenceinsubordinates.themanagercouldusethesetwodifferenttheoriestodistinguishemployeemotivations.

        theprinciplecanchooseeithertheorytomotivatetheteachers.thereisnoabsolutelyrighttheory，onlythemoresuitabletheoryinlightofdifferentsituations.

        inmyopinion，theschoolwhichadoptstheoryxmaybecomemoreandmorerigid，butitcanalsorunsmoothly，aslongastheprinciplecankeeptheteachersobeythedisciplines.ontheotherhand，theschoolwhichpreferstheoryymaywitnessthecreativenessandvigorofteachers.however，thereisalsoariskthattheprinciplecanhardlycontroltheteachersanymore.

        thesetwotheoriescanbothbeadoptedtomotivateteachers.however，thenewteacherscanalsobeintimidated，orconfused，ascribingvariousfactors，suchasschoolmanagementsystem’sintegrity，andtheteacher’spersonality.

        ◆mutualpurpose

        themutualpurposeisapracticalvision.theleadercanuseittounitethesubordinates.itislikeapieceofblueprint，helpingtheengineertoputbricksintorightplace.thepurposecanbewrittendown，orimpliedinlife.schein(2004)suggestedthatorganizationalcultureisapatternofsharedbasicassumptionsthatagroupworkingtogetherforacommongoalhasinventedinlearningtocopewiththeproblemsofexternaladaptationandinternalintegration.

        workershavetheirownlifeexceptofworkingfortheschool.sometimes，theirpersonalinterestmayconflictwiththeorganization’sbenefit.astrongleadercanhelptheworkerstostrikethebalancebetweenworkandpersonallife，andcreateamutualvalueforthestaff.

        withaspecificandpracticalpurpose，inductioncanbemoreeffective，reallyservesforlearning，andgoonsupportingtheperformanceandprofessionaldevelopmentfornewteachers.

        ◆classicalorganizationaltheory

        itisthecontraryoftaylor’sscientificmanagementtheory.itviewedthetotalorganization，insteadoftheindividualworker，asthefocusofattention.forclassicaltheorists，anorganizationismuchmorethantheinterfaceofhumanandmachine.theheadmastercanuseittomotivatetheteachers.theteacherswouldfeelmorerespectedundertheleaderwiththismethod，andmayreturnwithenthusiasmandcreativity.

        ◆organizationalculture

        thistermcangobackto193-s

        ◆basicassumptions

        basicassumptionsareaboutpeople’snature，thenatureofhumanrelationships，thenatureofhumanactivity，andthenatureoftherelationshipsbetweenpeopleandtheirphysicalandsocialenvironments.basicassumptionsinhumannatureareconsistof:freedom-determinism，rationality-irrationality，holism-elemetalism，constitutionalism-environmentalism，subjectivity-objectivity，proactivity-reactivity，homeostasis-heterostasis，andknowability-unknownablity.

        theprinciplecanusethetheoryofbasicassumptionstounderstandtheemployees，andtomotiveaswellastoinductthem.iftheworkersalwaysgetpositiveassumptionsfromthecampusenvironment，theymayoptimisticandwillingtocontribute，andviseversa.theleadermayalsousethebasicassumptionstogetanalysisoftheinstitutionandworkers，thushelpdesigningthefuture.

        ◆intelligence

        in1904，alfredbinetinventedamethodtoidentifythosechildreninschoolwhoneededspecialhelp.therebyamethodcameouttotellpeople’sintelligence.theresultofthistestingsystemiscalledintelligencequotient，alsoknownasiq.theprinciplecanusetheintelligencedistinguishsystemtosortoutstudents，anddecidethecurriculum.forexample，thestudentswhoareespeciallygiftedwithhighiqmayfindtheregularcurriculumtooeasy，thusbecomeimpatientandlackconcentrationonschoolwork.onthecontrary，studentswhoaredisadvantagedintermsofintelligencemayfaceparticularchallengeandgetfrustrationfeelingwithoutspecifichelp.ahigh-qualifiedleadershouldmakesurethestaffunderstandandareabletocaterforthedifferentneedsoftwoextremestudents.

        later，onthebasisofiq，atermcalledeqwasdeveloped.itreferstopeople’semotionalintelligence.beingagreatleaderrequiresemotionalintelligence.

        ◆humancapital

        humanresourcesarepreciousassetsofaninstitution.itseemshardtopredicthumancapitalsometimes，becausehumanbeingsarechangeable，easytobeaffectedbymanyexternalorinternalfactors.however，usingsomespecificpsychologicalprinciplesconcerninghumanresources，canfacilitatetheprincipletotrain，motivate，andevaluatethestaff.

        employmentcanbedifficult，andanyerrormayturntobetroublesomeandcostly.thesubsequentprocessisnoteasier.thatiswhythehumanresourcesmanagementhasbecomeacriticalelementtooperateasuccessfulschool.humanresourcesadministratorsmustworknotonlytorecruittheproperstaff，butalsopromoteaschool’senvironment.

        ◆learningorganization

        stayingcompetitiveintoday’seconomyisessentialtoanyorganization.schoolorganizationsalsomustbenimbleandagiletosurvive.thatrequiresdevelopingincreasedabilitytosense，evenpredict，theproblemsposedbytheirenvironmentsandinventsolutionstothem.thisispartoftheconceptofthelearningorganization:anorganization，learnstonimblyadapttounfoldingchangesintheenvironment.itisalsocalledorganizationdevelopment.

        inalearningorganization，theworkerscontinuallyenhancetheircapabilitiestocreatewhattheywanttocreate.organizationsarespendingmoretimeandfeetoinsuretheemployeesupdatedtothestate-of-artknowledge，thankstothequickdevelopmentoftechnology.itisreasonabletopredictthatinthefuture，continuouslearningcapacitywouldbecrucialtorecruit.thejobseekermayhardlytobehiredwithoutpresentingexcellentlearningability.

        ◆contingencyview

        thecontingencyviewholdsthatthereisnoonebestwayofmanagingunderallconditions，butthatthereareoptimalwaysofmanagingconflictundercertainconditions.therearesituational-contingentfactorsthataffectaleader＇sabilitytolead.theeffectivenessofworkersdependsonhowgoodamatchexistsbetweentheleadershipstyleoftheleaderandthedemandsofthesituation.

        theleaders，whocanactuallyexertcontroloverthestaff，excellentlygettaskinvolved，andsuccessfullyacceptedbythesubordinates，aremorelikelytoleadtheschoolintoabrightfuture.theprinciplewhoholdsacontingencyview，maygivedifferentinductionstodifferentnewteachers，accordingtotheirdiversepersonalities.

        ◆likert’sfoursystems

        system1:exploitive-authoritative(orpunitive-authoritarian)，theleaderhasalowconcernforpeopleandusessuchmethodsasthreatsandotherfear-basedmethodstoachieveconformance.;system2:benevolent-authoritative(orpaternalistic-authoritarian)，theresponsibilityliesatthemanageriallevelsbutnotatthelowerlevelsoftheorganizationalhierarchy;system3:consultativesystem，thesuperiorhassubstantialbutnotcomplete，trustandconfidenceinhissubordinates;4:theparticipative(orgroupinteractive)modelofanorganizationalsystem，superiorshavecompleteconfidenceintheirsubordinates，andmotivationisbyeconomicrewardsbasedongoalswhichhavebeensetinparticipation.

        lowerthenumber，thesystemismorelikelytobeoperatedbasedontheoryx.higherthenumberis，thesystemismorelikelytobeoperatedbasedontheoryy.

        theleaderinexploitive-authoritativeconcernlittleforpeople，andpreferstousefear-basedmethodssuchasthreatstoachieveconformance.thismanagementmethodcanbeeffective.however，itcanalsostiflepeople’screativity，whichisthemostpreciousvalueofhumancapital.ipredictinfuture，themostsuccessfulschools’leadersshouldpreferparticipativestyle，ratherthanopposite.


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