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Traditional structuralist approaches of classical theory emphasize the logic and order of human social systems, viewing the decision making processes as highly integrated sequence of logical processes. There was a great emphasis on stating objectives explicit behavioural terms, formal detailed assessment of educational need, system analysis, and rational planning system such as Management by Objectives (MBO) and Planning budgeting Systems (PPBS). The approach generally envisioned: 1. Explicit definition of organizational goals (and sub-goals) 2. The systematic selection of the least costly plan from among alternative possibilities to achieve the goals. 3. The development of programs, program elements and sub-programs elements and sub-elements (all rationally ordered and related required to carry out the plan. Micheal Cohen, James march and Johan Olsen identified three distinctive features of educational organizational concepts that are troublesome in applying classical organizational concepts. 1. Their goals are not specific and clear. 2. Their technology is unclear and not well understood. 3. Participation in them is fluid. Organizations manifesting these characteristics have been called organized anarchies, so as to clearly distinguish them as a distinctive type or class of organization quite different from that usually envisioned in traditional classical organizational thought.
They described a much more complex and unstructured process, shifting combinations of problems, potential solutions, people, and opportunities to make choices that intermesh in complicated ways.