Educational Theorists

a self-assessment quiz

“we stand on the shoulders of giants”

to learn more about each theorist click on photos within presentation
YouTube and Lecture Hall links are also provided for additional information
 Warren Bennis
• Identify the theorist who created Benjamin Bloom
Jim Collins
and founded an institute for Charlotte Danielson
Linda Darling-Hammond
reality therapy and published The W. Edwards Deming

Quality School & Choice Theory.

John Dewey
Peter Drucker
Fenwick W. English
Michael Fullan
William Glasser
 John Goodlad
Frederick Herzberg
Jonathan Kozol
Kurt Lewin
Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget

William Glasser James Popham

Peter Senge
B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Click on photo to learn more

Getting to know
William Glasser (1925)
In Quality Schools (1990) Glasser identifies
six phases a classroom must go through to begin
the process of becoming part of a quality school:

1. There must be a warm, supportive classroom environment.

2. Students should be asked to only do useful work.
3. Students are always asked to do their best.
4. Students are asked to evaluate and improve their own work.
5. Quality work always feels good.
6. Quality work is never destructive.

• Identify the theorist who is an
expert in the fields of
organizational development,
Warren Bennis
Benjamin Bloom
Jim Collins
Charlotte Danielson
Linda Darling-Hammond
W. Edwards Deming

leadership, and change. This John Dewey

Peter Drucker
theorist has authored works on Fenwick W. English
Michael Fullan
leadership include Leaders and William Glasser
 John Goodlad
One Becoming a Leader. Frederick Herzberg
Jonathan Kozol
Kurt Lewin
Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget

Warren Bennis James Popham

Peter Senge
B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Warren Bennis (1925)
Four Competencies of Great Leaders
• Management of attention: the ability to draw others to
them, they manage attention through a set of intentions
or a vision.
• Management of meaning: make ideas and vision
apparent to others, align people with them, communicate
their vision.
• Management of trust: people would rather follow
someone they count on, even if they disagree,
determinant of trust is constancy and focus
• Management of self: knowing one’s skills and using
them effectively, recognizing strengths and nurturing
them.
• This author of The Shame of a Warren Bennis
Benjamin Bloom
Nation (2005) and Rhodes Jim Collins
Charlotte Danielson
Scholar was hailed by the The Linda Darling-Hammond
W. Edwards Deming
Chicago Sun-Times as “today’s John Dewey
Peter Drucker
most eloquent spokesperson for Fenwick W. English

America’s disenfranchised,” this Michael Fullan

William Glasser
theorist is devoted to issues of  John Goodlad
Frederick Herzberg
education and social justice in Jonathan Kozol
Kurt Lewin
America. Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget

Jonathan Kozol James Popham

Peter Senge
B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Click on photo to learn more

Getting to know
Jonathan Kozol (1936)
• As Kozol continues his journey to school systems in
other cities in the U.S., he finds that it is not an anomaly,
that many of the same problems exist in predominantly
Black or Latino inner-city schools across the country.
• The connection between the failure to provide poor
children a good education and the number of poor, young
adults in prison becomes all too clear.
• In Savage Inequalities, Kozol mentions that in New York
City, 90% of the male jail prisoners are former public
school drop-outs. Incarceration of each inmate, he notes,
costs the city nearly $60,000 every year, far more than it
would cost to provide a decent education.
 Warren Bennis
• Identify the theorist who worked Benjamin Bloom

with Educational Testing Service Jim Collins

Charlotte Danielson
(ETS) to provide a framework for Linda Darling-Hammond
 W. Edwards Deming
making teacher-licensing  John Dewey

decisions and who helped  Peter Drucker

Fenwick W. English
prepare PRAXIS III. This Michael Fullan
William Glasser
theorist has written several  John Goodlad
books, including Enhancing Frederick Herzberg
Jonathan Kozol
Student Achievement: A Kurt Lewin

Framework for School Rensis Lickert

Douglas McGregor
Improvement. Abraham Maslow
Jean Piaget
James Popham
Peter Senge

Charlotte Danielson B. F. Skinner

Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Charlotte Danielson
The Framework for Teaching

• Domain 1: Planning and Preparation

• Domain 2: Classroom Environment
• Domain 3: Instruction
• Domain 4: Professional Responsibilities
 Warren Bennis
• Identify the theorist who has Benjamin Bloom

made influential contributions to Jim Collins

Charlotte Danielson
the field of organizational Linda Darling-Hammond
W. Edwards Deming
learning and change John Dewey
management. This theorist Peter Drucker
Fenwick W. English
authored The Fifth Discipline and Michael Fullan
William Glasser
The Dance of Change. He or she  John Goodlad
also founded the Center for Frederick Herzberg
Jonathan Kozol
Organizational Learning at Kurt Lewin

M.I.T. Rensis Lickert

Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge

Peter Senge B. F. Skinner

Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Peter Senge (1947)
Five “disciplines” vital for a Learning Organization
• Team learning
• Building shared vision
• Mental models
• Personal mastery
• Systems thinking
Review Ten Challenges for Initiating Change
 Warren Bennis
• Identify the theorist who is Benjamin Bloom

recognized as an authority in the Jim Collins

Charlotte Danielson
area of educational change. This Linda Darling-Hammond
W. Edwards Deming
prolific author’s works include John Dewey
The Six Secrets of Change and Peter Drucker
Fenwick W. English
The Moral Imperative of School Michael Fullan
William Glasser
Leadership.  John Goodlad
Frederick Herzberg
Jonathan Kozol
Kurt Lewin
Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge

Michael Fullan B. F. Skinner

Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Michael Fullan
Fullan’s model of educational change proposes four
broad phases in the change process:
• Initiation
• Implementation
• Continuation
• Outcome

• Identify the theorist who is a
leader in educational reform and
research. This theorist sparked
Warren Bennis
Benjamin Bloom
Jim Collins
Charlotte Danielson
Linda Darling-Hammond
W. Edwards Deming

major policy changes across the John Dewey

Peter Drucker
U.S. to improve the quality of Fenwick W. English
Michael Fullan
teacher education and teaching. William Glasser
 John Goodlad
His or her written work includes Frederick Herzberg
Jonathan Kozol
The Right to Learn and Authentic Kurt Lewin

Assessment in Action. Rensis Lickert

Douglas McGregor
Abraham Maslow
Jean Piaget

Linda James Popham

Peter Senge

Darling-Hammond
B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Linda Darling-Hammond
• Genuine Accountability and Standards-Based Reform
– Darling-Hammond contends that real accountability does
not just consist of having tests, standards and incentives.
Schools must offer a rich and rigorous curriculum for every
child, highly qualified teachers who can teach the
curriculum well and must ensure that students’ well-being
in terms of teaching and learning is very carefully managed
in the classroom.
Professional Development
Teacher Recruitment and Retention
 Warren Bennis
• Identify the theorist who Benjamin Bloom

published Modern Education Jim Collins

Measurement: Practical
Guidelines for Educational
Leaders and who developed an
instructional model with Eva
Baker that had four parts. This
Charlotte Danielson
Linda Darling-Hammond
W. Edwards Deming
John Dewey
Peter Drucker
Fenwick W. English
Michael Fullan
William Glasser
 John Goodlad
Frederick Herzberg

author, who is frequently Jonathan Kozol

Kurt Lewin
featured in Kappan, is opposed to Rensis Lickert
Douglas McGregor
evaluation by standardized tests. Abraham Maslow
Jean Piaget
James Popham
Peter Senge

James Popham B. F. Skinner

Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
W. James Popham (1930)
Standardized Achievement Tests
• Scores are not valid measurements of
educational quality for three reasons:
1. Testing-teaching mismatches
2. Psychometric tendency to eliminate important test
items
3. Confounded causation
See Nine Guidelines for a New Generation of
Statewide Achievement Tests
 Warren Bennis
• Identify the theorist who is Benjamin Bloom

renowned as a curriculum Jim Collins

specialist, who published
Deciding What to Teach & Test:
Aligning & Auditing the
Curriculum and used terms such
as ‘deep curriculum alignment’
Charlotte Danielson
Linda Darling-Hammond
 W. Edwards Deming
 John Dewey
 Peter Drucker
Fenwick W. English
Michael Fullan
William Glasser
 John Goodlad
Frederick Herzberg

and ‘front loading.’ He is known Jonathan Kozol

Kurt Lewin
as “father or a curriculum Rensis Lickert
Douglas McGregor
auditing process for schools.” Abraham Maslow
Jean Piaget
James Popham
Peter Senge
B. F. Skinner
Fenwick English Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Fenwick English (1939)
Three types of curriculum
• Formal: found in curriculum guides, state
regulations, scope and sequence charts
• Informal: unrecognized and unofficial aspects of
designing and delivering the curriculum
• Hidden: taught without formal recognition,
expectations and suppositions about social conduct
See Model of Curriculum Alignment
 Warren Bennis
• Identify the theorist who was the Benjamin Bloom

father of the Japanese post-war Jim Collins

industrial revival and the
“Theory of Profound
Knowledge.” He is regarded by
many as the leading quality guru
in the United States and who
Charlotte Danielson
Linda Darling-Hammond
W. Edwards Deming
John Dewey
Peter Drucker
Fenwick W. English
Michael Fullan
William Glasser
 John Goodlad
Frederick Herzberg

took the ideas of minimization of Jonathan Kozol

Kurt Lewin
variation and quality Rensis Lickert
Douglas McGregor
management to Japan. Abraham Maslow
Jean Piaget
James Popham
Peter Senge
B. F. Skinner
W. Edwards Deming Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
W. Edwards Deming (1900-1993)
Dr. Deming's famous 14 Points, originally presented in Out of
the Crisis, serve as management guidelines.
• Create and communicate to all employees a statement of the aims and purposes of the company.
• Adapt to the new philosophy of the day; industries and economics are always changing.
• Build quality into a product throughout production.
• End the practice of awarding business on the basis of price tag alone; instead, try a long-term
relationship based on established loyalty and trust.
• Work to constantly improve quality and productivity.
• Institute on-the-job training.
• Teach and institute leadership to improve all job functions.
• Drive out fear; create trust.
• Strive to reduce intradepartmental conflicts.
• Eliminate exhortations for the work force; instead, focus on the system and morale.
• (a) Eliminate work standard quotas for production. Substitute leadership methods for improvement.
(b) Eliminate MBO. Avoid numerical goals. Alternatively, learn the capabilities of processes, and how
to improve them.
• Remove barriers that rob people of pride of workmanship
• Educate with self-improvement programs.
• Include everyone in the company to accomplish the transformation.
 Warren Bennis
• Identify the theorist who Benjamin Bloom

published The Practice of Jim Collins

Management and his
philosophies continue to greatly
influence education and business
management theory. He is often
referred to as the “father of
Charlotte Danielson
Linda Darling-Hammond
W. Edwards Deming
John Dewey
Peter Drucker
Fenwick W. English
Michael Fullan
William Glasser
 John Goodlad
Frederick Herzberg

modern management.” Jonathan Kozol

Kurt Lewin
Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
Peter Drucker B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Peter Drucker (1909-2005)
Key Concepts
• Strategic management needed
• Decentralization as the principle of effectiveness and the key to
productivity and effectiveness
• Emphasis on high quality personnel management
• Emphasis on marketing
• Need for long-range planning
On Leadership
• The only definition of a leader is someone who follows.
• An effective leader is not someone who is loved or admired.
Popularity is not leadership; results are.
• Leaders are highly visible. They set examples.
• Leadership is not a rank, privileges or money. It is responsibility.
• Identify the theorist who Warren Bennis
Benjamin Bloom
published Taxonomy of Jim Collins
Charlotte Danielson
Educational Objectives (1956). Linda Darling-Hammond
W. Edwards Deming
In this work, the author set forth John Dewey
Peter Drucker
a hierarchy of learning, Fenwick W. English

beginning with factual Michael Fullan

William Glasser
knowledge and leading through  John Goodlad
Frederick Herzberg
comprehension, application, Jonathan Kozol
Kurt Lewin
analysis, synthesis and Rensis Lickert
Douglas McGregor
evaluation. Abraham Maslow
Jean Piaget
James Popham
Peter Senge
Benjamin Bloom B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Benjamin Bloom (1913-1999)
Bloom’s Taxonomy: Three overlapping domains
• Cognitive Domain Psychomotor Domain
– Knowledge Learning is demonstrated by
– Comprehension physical skills
– Application
– Analysis
– Synthesis
– Evaluation
• Affective Domain
– Receiving
– Responding
– Valuing
– Organization
– Characterization
• Identify the theorist who Warren Bennis
Benjamin Bloom
maintained that there are two Jim Collins
Charlotte Danielson
fundamental approaches to Linda Darling-Hammond
W. Edwards Deming
managing people. Many John Dewey
Peter Drucker
managers tend towards Theory Fenwick W. English

X, and generally get poor results. Michael Fullan

William Glasser
Enlightened managers use  John Goodlad
Frederick Herzberg
Theory Y, which produces better Jonathan Kozol
Kurt Lewin
performance and results. Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
Douglas McGregor B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Douglas McGregor (1906-1964)
Theory X ('authoritarian management' style)
• The average person dislikes work and will avoid it he/she can.
• Therefore most people must be forced with the threat of punishment to work towards
organizational objectives.
• The average person prefers to be directed; to avoid responsibility; is relatively
unambitious, and wants security above all else.

Theory Y ('participative management' style)

• Effort in work is as natural as work and play.
• People will apply self-control and self-direction in the pursuit of organizational
objectives, without external control or the threat of punishment.
• Commitment to objectives is a function of rewards associated with their achievement.
• People usually accept and often seek responsibility.
• The capacity to use a high degree of imagination, ingenuity and creativity in solving
organizational problems is widely, not narrowly, distributed in the population.
• In industry the intellectual potential of the average person is only partly utilized.
• Identify the theorist who is an Warren Bennis
Benjamin Bloom
advocate of educational reform Jim Collins
Charlotte Danielson
through school redesign. This Linda Darling-Hammond
W. Edwards Deming
theorist is best known for A John Dewey
Peter Drucker
Place Called School. The theorist Fenwick W. English

tackles the is issues of the Michael Fullan

William Glasser
mission of schooling, improving  John Goodlad
Frederick Herzberg
schools, and addressing teacher Jonathan Kozol
Kurt Lewin
shortage. Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
John Goodlad B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
John Goodlad
Key Concepts
For much of his career, Goodlad has been involved in an array of
educational reform programs and projects and has engaged in large-
scale studies of educational change, schooling, and teacher
education. Most recently, he has inquired into the mission of
education in a democratic society to which such renewal must be
delivered.

In his book, In Praise of Education, he argues that education is an

inalienable right in a democratic society, and advances the view that
the purpose of education is to develop individual and collective
democratic character.
• Identify the theorist who was Warren Bennis
Benjamin Bloom
recognized in the field of Jim Collins
Charlotte Danielson
organizational development for Linda Darling-Hammond
W. Edwards Deming
two theories of motivation: John Dewey
Peter Drucker
hygiene theory and motivation. Fenwick W. English
Michael Fullan
William Glasser
 John Goodlad
Frederick Herzberg
Jonathan Kozol
Kurt Lewin
Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
Frederick Herzberg B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Frederick Herzberg (1923-2000)
Key Concepts
• Herzberg was the first to show that satisfaction and dissatisfaction at
work nearly always arose from different factors, and were not
simply opposing reactions to the same factors, as had always
previously been (and still now by the unenlightened) believed.

• In 1959 Herzberg wrote the following useful little phrase, which

helps explain this fundamental part of his theory, i.e., that the
factors which motivate people at work are different to and not
simply the opposite of the factors which cause dissatisfaction:

"We can expand ... by stating that the job satisfiers deal with the factors
involved in doing the job, whereas the job dissatisfiers deal with
the factors which define the job context."
• Identify the theorist who found Warren Bennis
Benjamin Bloom
the secrets of human learning and Jim Collins
Charlotte Danielson
knowledge hidden behind the Linda Darling-Hammond
W. Edwards Deming
cute and seemingly illogical John Dewey
Peter Drucker
notions of children. This theorist Fenwick W. English

introduced the use of schemas, Michael Fullan

William Glasser
experience and play in education  John Goodlad
Frederick Herzberg
and conducted research on Jonathan Kozol
Kurt Lewin
genetic epistemology. Rensis Lickert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
Jean Piaget B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Jean Piaget (1896–1980)
Key Concepts
Stages of Cognitive Development
• Stage Characterized by Sensori-motor (Birth-2 yrs) Differentiates self from
objects Recognizes self as agent of action and begins to act intentionally: e.g. pulls a string to
set mobile in motion or shakes a rattle to make a noise Achieves object permanence: realizes
that things continue to exist even when no longer present to the sense
• Pre-operational (2-7 years) Learns to use language and to represent objects by images
and words Thinking is still egocentric: has difficulty taking the viewpoint of others Classifies
objects by a single feature: e.g. groups together all the red blocks regardless of shape or all
the square blocks regardless of colour
• Concrete operational (7-11 years) Can think logically about objects and
events Achieves conservation of number (age 6), mass (age 7), and weight (age 9) Classifies
objects according to several features and can order them in series along a single dimension
such as size.
• Formal operational (11 years and up) Can think logically about abstract propositions
and test hypotheses systemtically Becomes concerned with the hypothetical, the future, and
ideological problems
• Identify the theorist who has been Warren Bennis
Benjamin Bloom
described as the person who has Jim Collins

made the most significant Charlotte Danielson

Linda Darling-Hammond
contributions to the development W. Edwards Deming
John Dewey
of educational thinking in the Peter Drucker
twentieth century. This theorist is Fenwick W. English
Michael Fullan
know for philosophical William Glasser
 John Goodlad
pragmatism, concern with Frederick Herzberg
interaction, reflection and Jonathan Kozol
Kurt Lewin
experience, and interest in Rensis Lickert

community and democracy. Douglas McGregor

Abraham Maslow
Jean Piaget
James Popham
Peter Senge
John Dewey B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
John Dewey (1859-1952)
Key Concepts
• Herzberg was the first to show that satisfaction and dissatisfaction at
work nearly always arose from different factors, and were not
simply opposing reactions to the same factors, as had always
previously been (and still now by the unenlightened) believed.

• In 1959 Herzberg wrote the following useful little phrase, which

helps explain this fundamental part of his theory, i.e., that the
factors which motivate people at work are different to and not
simply the opposite of the factors which cause dissatisfaction:

"We can expand ... by stating that the job satisfiers deal with the factors
involved in doing the job, whereas the job dissatisfiers deal with
the factors which define the job context."
• Identify the theorist who Warren Bennis

conducted numerous Benjamin Bloom

Jim Collins
investigations into human Charlotte Danielson

behavior that led to the Linda Darling-Hammond

W. Edwards Deming
development of the theory of a John Dewey
Hierarchy of Needs. This theory Peter Drucker
Fenwick W. English
still impacts the need for Michael Fullan
employers to provide a workplace William Glasser
 John Goodlad
environment that encourages and Frederick Herzberg
enables employees to fulfill their Jonathan Kozol

own unique potential (self- Kurt Lewin

Rensis Lickert
actualization). Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
Abraham Maslow B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Abraham Maslow (1908-1970)
Key Concepts
1990s adapted hierarchy of needs
1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc.
2. Safety needs - protection from elements, security, order, law, limits, stability, etc.
3. Belongingness and Love needs - work group, family, affection, relationships, etc.
4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance,
prestige, managerial responsibility, etc.
5. Cognitive needs - knowledge, meaning, etc.
6. Aesthetic needs - appreciation and search for beauty, balance, form, etc.
7. Self-Actualization needs - realising personal potential, self-fulfillment, seeking
personal growth and peak experiences.
8. Transcendence needs - helping others to achieve self actualization.
• Identify the theorist who is
recognized as the founder of
modern social psychology.
This theorist has had a
profound impact in the field
of organizational behavior
and the study of group
dynamics.
Kurt Lewin
Warren Bennis
Benjamin Bloom
Jim Collins
Charlotte Danielson
Linda Darling-Hammond
W. Edwards Deming
John Dewey
Peter Drucker
Fenwick W. English
Michael Fullan
William Glasser
 John Goodlad
Frederick Herzberg
Jonathan Kozol
Kurt Lewin
Rensis Likert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Kurt Lewin (1919-1989)
Key Concepts
Field Theory
A field is defined as "the totality of coexisting facts which are conceived of as mutually
interdependent"
• behavior is a function of the field that exists at the time the behavior occurs
• analysis begins with the situation as a whole from which are differentiated the component parts
• the concrete person in a concrete situation can represented mathematically

Group Dynamics
Out of Lewin’s research, two key ideas emerged central to understanding group dynamics:
• Interdependence of Fate: the rationale behind this idea is that groups from on a psychological level not necessarily
because members are similar to one another, but rather because their fate depends on the fate of the group as a
whole.
• Task Interdependence: a more powerful dynamic is created if the group’s task is such that members of the group
depend on one antoher.

Force Field Analysis

This management technique is used for diagnosing situations and may be useful when analyzing the
variables involved in change initiatives. This theory assumes that in any situation there are both
driving and restraining forces that may influence a change that might occur.
• Identify the theorist who is
recognized as the founder of
modern social psychology.
This theorist has had a
profound impact in the field
of organizational behavior
and the study of group
dynamics.
Rensis Likert
Warren Bennis
Benjamin Bloom
Jim Collins
Charlotte Danielson
Linda Darling-Hammond
W. Edwards Deming
John Dewey
Peter Drucker
Fenwick W. English
Michael Fullan
William Glasser
 John Goodlad
Frederick Herzberg
Jonathan Kozol
Kurt Lewin
Rensis Likert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
Rensis Likert (1903-1981)
Key Concepts
Management Styles
Exploitive-Authoritative System
• Decisions are imposed on subordinates
• Motivation is characterized by threats
• High levels of management have great responsibility, lower levels have virtually none
• No joint teamwork and no communication

Benevolent-Authoritative System
• Leadership is by a condescending form of master-servant trust
• Motivation is mainly by rewards
• Managerial personnel feel responsible, but lower levels do not
• Very little teamwork and relatively little communication

Consultative System
• Leadership is by superiors with substantial, but not complete trust in their subordinates
• Motivation is by rewards and some involvement
• A high proportion of personnel feel responsibility for achieving organizational goals
• Some communication (both horizontal and vertical) and a moderate amount of teamwork

Participative-Group System
• Leadership is by superiors who have complete confidence in their subordinates
• Motivation is by economic rewards based on goals which have been set in participation
• Personnel at all levels feel responsibility for organizational goals
• Much communication and a substantial amount of cooperative teamwork
• Identify the theorist who was Warren Bennis
Benjamin Bloom

a leader in the school of Jim Collins

Charlotte Danielson
Linda Darling-Hammond
psychology known as W. Edwards Deming
John Dewey
behaviorism. This theorist Peter Drucker
Fenwick W. English
discovered the principles of Michael Fullan
William Glasser
operant conditioning –  John Goodlad
Frederick Herzberg
learning that involves rewards Jonathan Kozol
Kurt Lewin
and punishments. Rensis Likert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
B.F. Skinner B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 Getting to know
B.F. Skinner (1904-1990)
Key Concepts
Operant Conditioning
All organisms are influenced by the consequences that are produced by their own behavior. Basic
beliefs of this theory include:
• All animals and humans are behaving creatures
• A given act is followed by an experience that is a consequence of the act
• The quality of the consequence influences further actions

Reinforcements
There are two basic models of reinforcement, both are designed to increase a target behavior:
• Positive Reinforcement: Responses that are rewarded are likely to be repeated
• Negative Reinforcement: Responses that allow escape from painful or undesirable situations are likely to be
repeated
• None Reinforcement: Responses that are not reinforced are not likely to be repeated
• What theorist studied Warren Bennis
Benjamin Bloom

businesses to determine how Jim Collins

Charlotte Danielson
Linda Darling-Hammond
good organizations became W. Edwards Deming
John Dewey
great? His flywheel concept Peter Drucker
Fenwick W. English
includes getting the right Michael Fullan
William Glasser
people on the bus in the right  John Goodlad
Frederick Herzberg
seats. Jonathan Kozol
Kurt Lewin
Rensis Likert
Douglas McGregor
Abraham Maslow
Jean Piaget
James Popham
Peter Senge
Jim Collins B. F. Skinner
Tannenbaum & Schmidt
Frederick W. Taylor
 lecture hall

Getting to know
Jim Collins (1958)
Key Concepts
Collins’ and his team identified four basic practices for creating a culture
where the truth is heard…
• Lead with questions, not answers. The purpose of the questions was to gain true
understanding, not to manipulate. This practice is further demonstration of the Level 5 leaders’
humility to know that he or she was not sufficient in themselves to have all the answers.

• Engage in dialogue and debate, not coercion. The goal was to find the best answer and
those involved were committed to whatever it took to get this answer because they were fully
engaged for the good of the organization.

• Conduct autopsies, without blame. With the right people on the bus and in the right seats,
there should be no need to assign blame, even for the biggest mistakes. Rather, 1) accepting
responsibility for the mistake, or failure, 2) dissecting it to learn from it, and then 3) applying this
learning in future situations creates a culture of greatness.

• Build red-flag mechanisms that can’t be ignored. Good-to-great companies have no

greater access to information than other companies. They have just identified ways to trigger
adaptive responses to the information they get—whether from customers or employees, vendors
or collaborators. Acting on such input honors the one who gives it and improves the individual
and/or company that receives it.