UNIT 4 ORGANIZATIONAL BEHAVIOUR

Structure
4.1 Introduction
4.2 Objectives
4.3 Organization - Meaning
4.3.1 Characteristics of Organization
4.3.2 Organizational Behaviour

4.4 The School as a Social System

4.4.1 Social System
4.4.2 Elements of a Social System

4.5 Interpersonal Interaction

4.6 Communication
4.6.1 Meaning of Communication
4.6.2 Communication Process
4.6.3 Barriers to Communication
4.6.4 Suggestions to Overcome Communication Barriers

4.7 Let Us Sum Up

4.8 Unit-end Activities
4.9 Points for Discussion
4.10 Answers to Check Your Progress
4.1 1 Suggested Readings

4.1 INTRODUCTION
In each school, there are a number of persons who work together. These persons interact with
one another. These interactions give a shape to the learning process in the school. A teacher
comes in contact with students. Helshe influences them. Hislher personality and behaviour
influences on the development of students and initiates the learning process. This is precisely
because of interactional situations that prevail in schools and which result in learning activity.
Therefore, that w e call learning as a social process. A school is a formal agency where learning
takes place. It is an organization in which various types of interactions take place and learning
is prymoted. In this unit, we will study and understand organizational behaviour against the
backdrop of schooling system.
The school as an organization has an elaborate system of communication. The personnel of the
school - Principal, and others'- communicate among themselves. They also communicate with
others who are not part of the school as such although they may play an important role in its
activities. Further, teachers communicate with students in different form and at different levels.
In a sense, education involves a great deal of communication.

4.2 OBJECTIVES
After going through this unit, you will be able to:
state the meaning of organization and organizational behaviour;
explain organizational behaviour in the context of school system;
explain school as a social system;
critically examine the dimensions of school's social system;
state the importance of interpersonal interaction;
q appreciate the values of transactional analysis;
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School System a describe the importance of communication in school organization;
a critically analyse the components of communication process in school system; and
identify the barriers in the communication process and give suggestions to overcome
them, in the context of school system.

4.3 ORGANIZATION - MEANING

Generally speaking, 'organization' refers to a group of persons who are oriented towards
achieving a common objective. There are different views about the t a m organization. In the
words of Davis (1982), "Organization may be defined as any group of individuals, large or
small, that is cooperating under the direction of executive leadership in accomplishment of
certain common object." Other views are: Organization is the form of every human association
for the attainment of a common purpose and it is a process of identifying and group of the work
to be performed, defining and delegation responsibility and authority and establishing relationship
for the purpose of enabling people to work most effectively together in accomplishing objectives.

4.3.1 Characteristics of Organization

On the basis of the above views of the term 'organization', the following characteristics pan
be inferred:
i) A group of individuals forms an organization.
ii) Onentation towards achieving common goals.
iii) A continuous process of identifying and grouping of activities.
iv) Defining and delegation of authority and responsibility.
v) Coordination of activities.
vi) Establishment of formal and informal relationships.
vii) Executive leadership.

4.3.2 Organizational Behaviour

Human behaviour, in organizations or other situations, can not be predicted precisely partly
because it arises from people's deep-seated needs and value systems. However, it can be
partially understood within the framework in which it operates.
Organizational behaviour is the study and application of knowledge about how people act
within organizations. It is a human tool for human benefit. It applies broadly to the behaviour
of people in all types of organizations, such as business establishments, schools and service
organizations. Wherever organizations exist, there is a need to understand organizational
behaviour.
The key elements in organizational behaviour are people, structure, technology, and the external
environment in which the organization operates. When people join together in an organization
to accomplish an objective, some kind of structure is required. People also use technology to
help get the job done. So there is an interaction of people, structure and technology as shown
in Fig. 4.1. In addition, these elements are influenced by the external environment.

Structure Technology

Fig, 4.1: Key Elements in Organizatio~~al

Bel~aviour
 Organizational Behaviour
20. The study of social interaction between people is called:
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21. The purpose of TA is to provide:
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22. From TA point of view people interact with each other from three psychological
positions. They are:
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23. Transactions are of two types viz.
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24. If principal (supervisor) is dominated by parent-to-child pattern it may lead to:
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25. When crossed transaction occurs communication tends to be:
. ~ ~ ~

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26. In transaction, the best result is obtained by:
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School System
4.6 COMMUNICATION
Communication plays a vital role in all aspects of school life. Principal, teachers, administrators,
and students all engage themselves in a wide variety of communication processes to achieve
the goals of school. An understanding of communication process is, therefore, central to the
study of school organization hecause it offers an additional insight for examining a school as
a social system. Moreover, communication is the key to a healthy interpersonal interaction in
school life, which, in-turn leads to an effective organised school life. Communication is necessary
for effective decision-making. It is the vehicle by which information relevant to decisions is
transferred. Communication, whether written, oral, formal or informal, is goal directed in
organizations. At all levels, communication is intended to achieve performance that results in
the implementation of decisions and organizational goals.

4.6.1 Meaning of Communication

Attempts to define communication in terms that are universally applicable is an extremely
difficult task. Communication means sharing messages, ideas, or attitudes that produce a degree
of understanding between a sender and the receiver. In everyday usage, "Communication"
implies an attempt to share meaning by transmitting messages among people. Thus,
communication involves atleast two people - a sender and a receiver. Effective cornn~unication
depends on the ability to listen as well as to speak. The end result of communication is
understanding and to elicit a response.
4.6.2 Communication Process
Original Message Component Feedhack Component

Feedback loop
I 1

Individual A

Decoding
I.
Sender
1 r- + 4 Receiver
Conceptual Filters
-1 r
I. I
Individual A

Transmitting

2-3 6 Message in Channel Noise

Message & and Medium Message
Medium &Medlum

Encoding
1I

Receiver

Fig. 4.5: The Com~~~unication

Process
Source: Hoy,W.K. and Miskel, C.G., Educational Administralion - Theory, Research and Practice, p.348.
The Process of communication is the method by which a sender reaches a receiver with a Organizational Behaviour
message. There are basically four major steps involved in the communication process. A
schematic representation of these steps is presented in Figure 4.5.
Sender: The source, or sender, is the originator of a message (see Figure 4.5). The.communicator
need not be a person; a memorandum, newspaper, professional journal, or organizational position
such as the office of the principal, may be the source. The effectiveness of a message depends
on the level of credibility that the receiver attributes to the sender.
Idea: The sender must create an idea or choose a fact to communicate. The idea or fact is the
content of the message. In other words, the source must have something to say before the
content can be "said".
Encoding: The source initiates a message by encoding a thought, that is, organizing an idea
into a series of symbols such as words or pictures that he or she feels will communicate the
correct meaning to the intended receiver. The sender selects a particular medium because
encoding must be done in relation to transmitting medium as well as the receivers characteristics.
A telegram, for instance, usually is worded differently from an office memot and both are
different from face-to-face conversation.
Conceptual Filters: The conceptual filters of the sender, that is, the person's particular
psychological characteristics, also limit the encoding process. Communication skills, knowledge
of the subject, and personality factors such as attitudes, values, interests, and motivational
needs are traits or mental conditions that combine to limit, screen or filter what is encoded and
the quality of the message.
Transmitting: Transmitting transforms the encoded message into a signal and places it into a
channel. The symbols that have been ordered inside a person's mind are placed into physical
movement. Transmitting therefore, involves the message, channel, and medium.
Message: The message is the idea that an individual hopes to communicate to the intended
receiver. The exact form of the message depends to a large extent on the channel and medium
that are used to carry it.
Channel: The channel is the routing pattern that the niessage has to follow. The idea
becomes a physical reality in the channel as opposed to a psychological reality in the sender's
mind.
Medium: The medium is the carrier of the message. The content can be transmitted in a
verbal-oral medium as in direct face-to-face speech, or electronically via telephone, computer,
radio or television. Siniilarly, the medium can be verbal-written as in memos, letters, electronic
mail, and newspapers. The transmission also can be made through non-verbal medium as in
body language or gestures and symbolically with things that surround us such as office
furnishings, clothes, etc.
Receiver: Internal processes similar to those in the source also occur in the receiver. The
physical stimulus is taken from the channel by the receiver's sensory organs, ordinarily the
eyes and ears and is sent to the mental decoder, where the receiver gives meaning to the
message. If the listener is effective, the meaning is well understood. If the receiver does not
function, the message is lost.
As is the case with the sender, no receiver can totally ignore histher psychological characteristics
or conceptual filters..
Feedback: In broadest sense, this concept refers to any response from someone who has
received a message. More specially, feedback is defined as messages conveyed to a receiver
about task performance. The feedback loop provides two-way communication. Two-way
communication is a reciprocal process; each participant initiates and receives messages.
Each is a source or receiver only temporarily, with roles shifting as messages are passed.
The use of feedback improves the communication process by reducing the chance of major
disparities between information or idea received and the one intended.
Noise: Noise is any distraction that interferes with sending or receiving the message. Successful
message transmission presumes that whatever situational noise exists is not great enough to
observe the signal or divert' the receiver's attention from it.
School System 4.6.3 Barriers to Communication
The communication will be effective only when employees understand, accept and act upon
the information that has been transmitted to them. Sender of message must know the various
barriers that can impede not only transmission of information but also affect understanding and
acceptance of it. Communication barriers cause breakdown of communication process leading
to many managerial problems. Keith Devis (1982) has classified the communication barriers
into three types : (i) Personal, (ii) Physical, and (iii) Semantic.
Personal Barriers : Personal barriers are communication interferences that arise from human
emotions, values and poor listening. For instance, the receiver might not like the sender and
therefore, interacts on the basis of the attitude of the sender.
Physical Barriers : Physical barriers are communication interferences that occur in the
environnlent in which the communication takes place. For instance, the voice of the sender
might not be completely audible on the telephone.
Semantic Barriers : Semantic barriers arise from limitations in the symbols with which we
communicate such as language which the receiver might not know or comprehend.

4.6.4 Suggestions to Overcome Communication Barriers

Improving school communication requires a planned programme of organizational development.
Suggestions for improving school communication include the following:
1. Assess the organizational design of the system of communication so as to locate its
weaknesses.
2. Develop mechanism to facilitate the communication process, for example, close proximity
of personnel, convenient sites for formal and informal interaction, mechanical linkers, and
a committee system to accomplish tasks and make decisions.
3. Establish information storage and retrieval systems.
4. Select personnel with good communication skills.
5. Develop an in-service training programme to improve communication skills for the existing staff.
At a more specific level, three sets of conceptual derivations and applications are useful in
analysing and improving communication in schools. These aze communication skills, feedback,
and organizational roles.
From the above discussion on communication, four ma.jor conclusions seem clear, First,
communication is purposive for both the initiator and the receiver. Second, communication is
a social-psychological phenomenon. Third, the message travels through formal and informal
channels, using a variety of verbal and non-verbal media. Fourth, to ensure high levels of
understanding, feedback mechanisms are essential.
In this section, so far, we have discussed the meaning, definition and importance of
comn~unicationin the context of school system; communication process and problems therein;
and finally suggestions to overcome problems in communication process. With this we have
come to end of this unit. But, before we summarise the whole unit let us check our progress
in this section on communication.

Check Your Progress

Notes: a) Write your answers in the space given btlow.
*
b) Compare your answers with those given at the end of this unit.
27. AO understanding of communication is central to the study of school organization because
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 Organizational Behaviour
28. In general, communication may he defined as
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29. From organizational point of view communication may he defined as

30. The four major steps involved in communication process are

3 1. Effectiveness of a message depends on the

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32. The idea or fact is the
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33. The sender selects a particular medium because
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34. Transmitting involves

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School Sysie111
35. What is medium ?

36. The receiver gives meaning to the message by

37. Feedback improves communication by

38. In the context of noise, successful message transmission persumes that

39. What are Communication barriers ?

4.7 LET US SUM UP

We have examined in this unit that Organizational Behaviour (OB) is the study and application
of knowledge about how people act within organization. The key dements in OB are people,
structure. technology, and the external environ~llentin whcih an organization operates. OB is
all about performance. It offers a body of knowledge about people at work and information
about their performance.
The discussion on school as a social system revealed that social systems comprise of bounded,
purposeflul, and mutually interaction elements. Regulated by feedback, such systems continuously
attempt to maintain equilibrium. According to the social system model of a school, OB is
determined by the interaction of at least three key elements - bureaucratic expectations,
informal norms, and individual needs and motives. Moreover, all the elements and interactions
within the system are coilstrained by important demands from the environment as the organization
solves the problcm of adoptio~i,goal achievement, and integration. In addition, informal and
external feedback mechanism reinforce appropriate organizational hehaviour.
Healthy interpersonal interaction is essential for the progress of school system in general and
colnmunication process in particular. It is with the help of uansactional analysis, that better
understanding of how people relate to each olher can be studied, which in turn, develops
and human relationship. Cali-inlun~cation is so persuasive in school
iillproved com~lli~liication
that it is fi~ndm~entaland integrative in education;il ;:..int~nistrallon.Con~municationmeans
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sharing ot messages, ideas, or attitudes that produce an understanding hetween the sender and Organizatinnal Behaviour
receiver. From a study of comn~unication processes, four major conclusions seem clear,
(1) Communicatio~iis purposive. (2) It is a social psychological phenomenon. (3) Message
traverses through a variety of media. (4) Feedback mechanisms are essential.

4.8 UNIT-END ACTIVITIES

1. T~lterviewa number of teachers in a particular school, and ask them what they consider to
be the important duties of a principal. Interview a number of parents or pupils in the same
school, aitd ask Ihem what they consider important to be duties of the school principal.
Note similarities and differences in the responses.
2. Visit a school. Observe some verbal communication situation allti identify the different
components of communicarion process. Repeat this task for written communication
too.

4.9 POINTS FOR DISCUSSION

1. Discuss the definition, meaning and scope of organizational hehaviour.
2. "Nut all administrators "administer", not all workers "work", not all teachers "teach", not
all students "study" - at least ~ i o in
t the same way". Discuss this statenlent in the light of
school as a social system.
3. "When people interact there is a social transaction in which people respond to one another.
Transactional a~lalysisis the study of these social transactions". Discuss.
4. Discuss how do the common harriers disrupt the effective comlnunication proccss. Give
suggestrons to overcome them.

4.10 ANSWERS TO CHECK YOUR PROGRESS

1. Any group of individuals, large or small, that is cooperating under the direction of executive
leadership in accomplishment of certain common object.
2. Group of individuals, common goal, group acrivities, delegation of authority, co-ordination,
relationship and leadership.
3. People, structure, technology and the external environment.
4. The study of hehaviour, attitudes and performance of workers in an organizational setting.
5. A model of organization that possesses a distinctive total unity (creativity) beyond its
component parts; ~t is distinguished from its environment by a clearly defined boundary;
it is composed of sub-units, elements and sub-systems that are interrelated within relatively
stahle patterns of social order.
6 . An inter-depertdence of parts. a clearly defined population, differentiation from its
environment, a complex network of social relationships, and its own unique culture.
7 . Define carefully the boundaries and the unit of analysis.
8. a) Affects the attributes of the internal components.
h) Is changed by the social system itself.
9. Homeostasis, feedhack, equilibrium.
10. A group of ragulators act to maintain a steady state among the system component.
I I. The feedback loop.
12. The social and biological parts of the system maintain a constant relationship to each other
so that no part changes its position or relation with respect to all other parts.
13, Dominant roles and expectations aimed at meeting the goals of the system.
14. The noinothetic dimension.
15. Psychological terms with reference to the unique personalities ;111d needs of individuals.
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Schnol Systenr 16. Idiographic dimension.
17. Normative and the individual
B=f(RxP)
18. Interaction between people of equally same level to interaction within people across different
levels in an organization.
19. Horizontal and vertical.
20. Transaction analysis.
21. Better undersrstanding of how people relate to each other, so that they may develop improved
communication and human relationships.
22. Parent ego state, Adult ego state, and Child ego state.
23. Complementary and non-complementary.
24. Reduced interpersonal and group effectiveness.
25. Blocked and satisfactory transaction is not accomplished.
26. Adult-to-adult transaction.
27. It offers an additional conceptual viewpoint for examining the school as a social system.
28. Sharing messages, ideas, or attitudes that produce a degree of understanding between a
sender and receiver.
29. Any process whereby decisional premises are transmitted from one member of an
organization to another.
30. Sender, Message, Medium and Receiver.
3 1. Level of credibility that the receiver attributes to the sender.
32. Content of the message.
33. Encoding must be done in relation to the transmitting medium as well as the receiver's
characteristics.
34. Message, channel, and medium.
35. Carrier of the message.
36. Taking the physical stimulus from the channel to sensory organs and is sent to the mental
decoder.
37. Reducing the chance of major disparities between information or idea received and the one
intended.
38. Whatever situational noise exists is not great enough to observe the signal or divert the
receiver's attention from it.
39. Peisonal harriers, physical harriers and semantic barriers.

Owens, Rober G., (1970): Organizational Behaviour in Schools, Prentice-Hall, INC, Englewood
Cliffs, New Jersey, USA.
Campbell, Ronald F., et al., (1963): "Introd~tctionto Educational Administration", Allyn and
Baeon Inc., Boston, UK.
Lane, Willard R., et al., (1966): "Foundations of Educational Administration - A Behavioural
Analysis", The Macmillan Co., New York.
Mathew, M.J., (1993): Organization Theory and Behaviour, RBSA Publishers, Jaipur, India.
Keith, Davis (1982): Human Behaviour at Work, Tata McGraw-Hill Publishing Co.,
New Delhi.