REFRAMING PROJECT
Sara Mills
EDSE 843
Spring 2008
Human Resources Frame
“The key challenge is to tailor organizations to
individuals – to find a way for people to get the job
done while feeling good about what they are
doing.” (Bolman and Deal, 2003, p. 14)
Addressing the Need
Argyris and Schon’s Theories for Action – Model II
Assumptions:
1.
2.
3.
Emphasize common goals and mutual influence.
Communicate openly, and publicly test assumptions
and beliefs.
Combine advocacy with inquiry.
(in Bolman and Deal, 2003, pg. 163-168)
Addressing the Need
Fullan’s (2001) focus on “Relationships, relationships,
relationships”:


Leadership in schools must be instructional
leadership
Collaborative cultures are powerful, but must be
focused on right things

Effective leaders have emotional intelligence

Appreciating resistance
Making the Change
Bolman and Deal (2003) highlight importance of
investing in employees by creating a learning
organization, which requires:
1.
Good mentors who teach others,
2.
Management system that allows people to try new
things, and
3.
Good exchange with the environment.
Making the Change
Knowledge Building (Fullan, 2001)
• Sharing local knowledge – converting tacit
knowledge to explicit knowledge in the local context
so that it is specific and useable
• Two interrelated responsibilities of a “caring
expert”:
–
–
Reaching level of personal mastery in tacit and explicit
knowledge, and
Understands that she is responsible for sharing it
(Van Krogh et al., 2000, in Fullan)
Structural Frame
“If employees are unclear about what they are
supposed to be doing, they often shape their role
around personal preferences instead of
organizational goals, frequently leading to
problems.” (Bolman and Deal, 2003, pg. 70)
Structure of the School
Central Office
technostructure
Schoolbased
Admin
Support staff
Teachers
“Lateral communication works best when a complex task is
performed in a turbulent, fast-changing environment.”
(Bolman and Deal, 2003, pg. 56).
Structure of the Team
Regular
Education
Special
Education
Structure of the Team
Regular
Education
Third Grade Team
Special
Education
New Learning

Responsibility charting – “a social contract among
members that relates to their purposes and guides
and obligates how they will work together”
(Katzenback and Smith, 1993, in Bolman and Deal, 2003, pg. 106)

Move toward idea of “commando team”, where
structure varies in response to changes in tasks and
circumstances.
Political Frame
“[Instructional] design . . . . can be viewed not as a
rational expression of an organization’s goals but
as a political embodiment of contending claims.”
(Bolman and Deal, 2003, p.225)
Manager as Politician

Four key skills:
 Agenda
setting
 Mapping the political terrain
 Networking and forming coalitions
 Bargaining and negotiating
(Bolman and Deal, 2003, p. 205)
The Political Terrain
High
Principal
GE
Teachers
Power
SE Teacher
Mentor
Low
Pro-change
Opposed to
Change
Interest
Forming Coalitions

Third grade team spoke to the principal about their
concerns

Principal talked to me rather than directly to Tracy

I did not tell Tracy that the principal talked to me

The principal and Tracy did not have a fully trusting
relationship
Bargaining and Negotiating


Deciding when students would be in the general
education classroom
Revising program students would receive when in
special education classroom
Moral Judgment
Bolman and Deal (2003) identify four principals of
moral judgment:
 Mutuality
 Generality
 Openness
 Caring

This case lacked openness
New Learning

Making the change a win-win situation for Tracy
 Working
with the third grade team as a whole
Symbolic Frame
“The structure of public schools is largely symbolic.”
(Bolman and Deal, 2003, pg. 275)
Inclusive Practice as Symbolic


“Correct appearance, rather than efficient
production, is the prevailing measure of
effectiveness.” (Bolman and Deal, 2003, p.274)
We hold this view based on:
 Myths,
values and vision, which relate to our past,
present and future
 Stories about student successes and exceptional
teachers
 Rituals like IEP process, and grade-level team meetings
New Learning


Focus on building the “spirit” of the third-grade
team to improve performance.
Strategies could include:
 Example,
rather than command – Modeling
 Use of metaphor
 Developing ceremonies to celebrate co-teaching
successes
Discussion
What can administrators do to facilitate inclusive
practices and co-teaching in schools?
 Human
resources frame
 Structural frame
 Political frame
 Symbolic frame
References


Bolman, L. & Deal, T. (2003). Reframing
organizations: Artistry, choice and leadership (3rd
ed.). San Francisco: Jossey-Bass.
Fullan, M. (2001). Leading in a culture of change.
San Francisco: Jossey-Bass.