MPF1533 SEM II 2014/2015

Organizational Theory and Educational

Administration
Lecturer:

Dr. M. Al-Muz-zammil Yasin

(Faculty of Education UTM)
019 7437758

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Basic Concepts

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An organization or organization :
a formal group of people with one or more
shared goals

Greek word : Organon tool

(Wikipedia.org.

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A theory is a based upon a hypothesis and

backed by evidence. A theory presents a
concept or idea that is testable. In science,
a theory is not merely a guess. A theory is a
fact-based framework for describing a
phenomenon. In psychology, theories are
used to provide a model for understanding
human thoughts, emotions and behaviors
(psychology.com)

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Theories
Used to understand phenomena
Use empirical data
Guided/based on research

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Menambah / meluaskan maklumat
Mengesahkan sesuatu
Menyelesaikan sesuatu masalah /
Membuat sesuatu keputusan
Menyebar dan meningkatkan ilmu

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Organizational theory:
Give explanation to things happening in
organization
Make prediction of forthcoming events
Guide leaders and managers actions

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Organization can be viewed from three

systems perspectives:
1. Rational Systems Perspective
2. Natural Systems Perspective
3. Open Systems Perspectives

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JIKA SEKIRANYA ANDA DILANTIK SEBAGAI

SEORANG PENGETUA DI SEBUAH SEKOLAH,
APAKAH 4 LANGKAH PENAMBAHBAIKAN
YANG AKAN DIMASUKKAN KE DALAM
AGENDA PERUBAHAN ANDA?

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Organizations as formal instruments

designed to achieve specific goals:
Set of organized actions
Implementation
Goals achievement with maximum
efficiency

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Regard structure over individuals

matlamat
dan bidang tugas
Pembahagian buruh/tugas
Peraturan
Sasaran
Proses kerja
Proses pemantauan
Penilaian
Appraisal

Rationality can be achieved through two elements (Scott, 1992):

Goal specificity
Formal structure

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Based on the human relation approach of the

1930s
View organizations as primarily social
groups trying to adapt and survive in their
particular situation.
Formal goals and structure have little to do
with what is actually happening in
organizations (Hoy, 1997, p.29)
Emphasizes individuals over structure

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Social System/Open System

Theory

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Views organizations as not only

influenced by environments but also
dependent on them.
Synthesis both the rational and natural
perspectives
Organizational behavior could not be
isolated from external forces
E.g. Competition, resources, political pressures
affect the internal workings of organization

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1.
2.
3.
4.
5.
6.

Inputs
7. Homeostasis
Transformation 8. Entropy
Outputs
9. Equifinality
Feedback
Boundaries
Environment

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1.

2.

Schools are open system: affected by the

values of the community, by politics, and by
history.
Social systems are peopled. People act on
the basis of their needs as well as their
roles and statuses. In schools, people
perform the roles of administrators,
teacher, student, custodian, etc.

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3.

4.
5.
6.
7.
8.

Social systems consist of interdependent

parts, characteristics, and activities that
contribute to and receive from the whole.
Social systems are goal oriented
Social systems are normative
Social systems are sanction bearing
(authoritative)
Social systems are political
Social systems are conceptual and relative

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Making sense of organizations:

1. The Structural Frame (rational)

2. The Human Resource Frame (natural)
3. The Political Frame
4. The Symbolic Frame

(budaya)

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Organizations exist to achieve established

goals and objectives
For any organization a structural form can be
designed and implemented to fit its particular
set of circumstances (such as goals,
strategies, environment, technology, and
people).
Specialization permits higher levels of
individual expertise and performance.
continue

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Coordination and control are essential to

effectiveness.

To coordinate: authority, rules, policies, standard

operating procedures, information systems,,
meetings, lateral relationships, or a variety of more
informal techniques.

Organizational problems originate from

inappropriate structures or inadequate
systems and can be resolved through
restructuring or developing new systems.
(Bolman and Deal, 1997).

Continue
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Organizations exist to serve human needs

(rather than the reverse.)
Organizations and people need each other.
(Organizations need ideas, energy; people
need salaries, work opportunities.)
When the fit between the individual and the
organization is poor, one or both will suffer;
individuals will either be exploited, or will
seek to exploit the organizations, or both.
Continue

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1. Physiological needs, such as food and water

2. Safety needs, such as being free from fear
3. Belonging and love needs; positive relations
with others
4. Esteem needs valuing self and others
5. Self-actualization and developing to one's
fullest.

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Organizations are coalitions composed of

varied individuals and interest groups (for
example, hierarchical levels, departments,
professional groups, gender and ethnic
subgroups.).
There are enduring differences among
individuals and groups in their values,
preferences, beliefs, and perceptions of reality.
Most of the important decisions in
organizations involve the allocation of scarce
resources: they are decisions about who gets
what.
Continue
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Because of scarce resources and enduring

differences, conflict is central to
organizational dynamics, and power is the
most important resource.
Organizational goals and decisions emerge
from bargaining, negotiation, and jockeying
for position among members of different
coalitions (Bolman and Deal 1991).

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What is most important about any event is

not what happened, but what it means.
Events and meanings are loosely coupled: the
same events can have different meanings
because of the way individuals interpret their
experiences.
Many of the most significant events and
processes in organizations are ambiguous or
uncertain, it is often difficult or impossible to
know what happened, why it happened, or
what will happen next.
Continue

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The greater the ambiguity and uncertainty,

the harder it is to use rational approaches to
analysis, problem solving, and decision
making.
Human beings create symbols to resolve
confusion, increase predictability, and
provide direction. Events may remain
illogical, random, fluid, and meaningless, but
human symbols make them seem otherwise.
Many organizational events and processes
are important more for what they express
than for what they produce: they are secular
myths, rituals, ceremonies, and sagas that
help people find meaning and order in their
lives (Bolman and Deal 1997).

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Structures in School

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Structure:
Simply as the ways in which organizations
divides its labor into tasks and then achieves
coordination among them (Henry Mintzberg,
1979)

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Organizations exist to achieve established

goals and objectives
For any organization a structural form can
be designed and implemented to fit its
particular set of circumstances (such as
goals, strategies, environment,
technology, and people).
Specialization permits higher levels of
individual expertise and performance.

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Penekanan Perspektif Structure:

Matlamat/sasaran/KPI
Carta organisasi
Hirarki autoriti
Proses kerja yang standard
Hubungan Formal
Peraturan
Pemantauan
Penyeliaan ketat

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www.emeraldinsight.com

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Strategic Apex
Middle Line
Technostructure
Support Staf
Operating Core

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1.
2.
3.
4.
5.

Simple Structure
Machine Bureaucracy
Professional Bureaucracy
Divisionalized Form
Adhocracy

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Idea Birokrasi merupakan satu contoh

perspektf/kerangka struktur

Selain itu terdapat:

MBO
MBWA
ISO
MQA
etc

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Division of Labor
Impersonal orientation
Hierarchy of Authority
Rules and regulation
Career orientation

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Bureauracy is a management approach that

focuses on assigning tasks to individuals in
the organization and control the activities
involved to increase efectiveness and
efficiency.

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Bureaucracy Characteristics
1.
2.
3.

4.
5.

Hierarchy of Authority
Division of Labor
Impersonal
Orientation
Rules and Regulation
Career Orientation

Function
Compliance
Expertise
Rationality
Continuity and Uniformity
Incentive

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 Reasons of why schools can be categorized into a

bureaucratic organization.
The function of each bureaucratic characteristic
by giving specific examples.

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http://www.gallup.com/poll/165791/a
mericans-prefer-male-boss.aspx

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Five basic coordinating mechanisms

according to Henry Mintzberg (1979) are:

Direct supervision
Standardization of work
Standardization of output
Standardization of skills
Mutual adjustment (penyesuaian dua hala?)

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Bolman and Deal (1991)

Diferentiation versus integration

Gap versus overlaps
Underuse versus overload
Clarity versus creativity
Autonomy versus interdependence
Centralization versus decentralization
Goalless versus goal bound

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Human Resources in School

(Sumber Manusia di Sekolah)

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Organizations exist to serve human

needs rather than the reverse

Organisasi wujud bagi memberi khidmat

kepada manusia

People and organizations needs each

other: organizations need ideas,
energy, and talent; people need
careers, salaries, and opportunities.

Manusia dan organisasi saling memerlukan

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When the fit between individual and system is

poor, one or both suffer: Individuals will be
exploited or will exploit the organization---or both
will become victims
Apabila organisasi dan manusia tidak serasi individu,
organisasi atau kedua-duanya akan bermasalah.

A good fit benefits both: Individuals find

meaningful and satisfying work, and
organizations get the talent and energy they need
to succeed.
Yang paling baik ialah individu berpuas hati dalam kerja
mereka dan organisasi mendapat bakat dan tenaga untuk
berjaya.

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How does everybody get

satisfied?
Bagaimana boleh semua orang berpuashati?

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To the extent that these expectations

are fulfilled by their experiences in the
classroom, these teachers are likely to
feel satisfied with their choice of
career, but if their expectations are not
met, they may feel disappointed and
even cheated (Seyfarth, 2005, p.114)

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The discrepancies between what is and what

should be? (Altschuld, 1994)
Perbezaan antara jangkaan dan apa yang
sedia ada

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500 (kereta)
400 (rumah)
200 (minyak
kereta)
600 (makan)
300 (emak/ayah)
200 (utk kahwin)
050 (Tabung Haji?)
100 (bil elektrik/air)

Should be:
2350 x 12= 28200

What is :
2200 X 12= 26400

Discrepancy:
RM1800.00 (needs)

M. Al-Muz-zammil Yasin
Pengurusan sekolah

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1. Physiological needs (keperluan

fisiologi), such as food, water, physical

healt, and comfort)
2. Safety needs (keperluan keselamatan)--such as being free from fear, attack,
threat)
3. Belonging and love needs (keperluan
disayangi) eg. positive relations and love
with others
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4. Esteem needs (Keperluan dihargai) to

feel valued and to value others
5. Self-actualization (needs to develop
/actualize to one's fullest potential,
fulfillment of life goals,
Individuals are continually in the process
becoming more and more of what they are
uniquely capable of becoming
--Cherrington (1991) in Hoy and Miskel (2008)
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A. Invest in people (Melabor dalam manusia)

1.
2.
3.
4.
5.

Hiring Right and Rewarding well

Providing Security
Promoting from within
Training and education
Sharing the wealth

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1. Hiring and Rewarding Well

(Pengambilan dan Ganjaran terbaik)
Hanya mencari calon yang terbaik bgi mengisi
jawatan yang boleh memberikan the best
customer service.
Memberikan ganjaran jika ahli perform good.

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2. Providing Job Security

eg. Lincoln company has honored a policy not
to lay off employee with more than 3 yrs
experience.

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3. Promoting From Within

Meningkatkan kepercayaan dan kesetiaan
Meningkat performance (performance
incentive)
Porras (1994) found that highly successful
corporation almost never hired a CEO from the
outside.

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4. Training and education

Mengelakkan poor service, poor quality of
products, and costly mistakes.
Motorola found a gain of $29.00 for every
dollar invested in Sales training.
Learning can take place when:
There are good mentors who teach others
Management that lets people try new things as
much as possible
Good exchange with the environment

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5. Sharing the Wealth

Profit yang dikongsi bersama tidak hanya

eksekutif dan shareholders.
Share ownership with ground floor efforts
(berkongsi kejayaan dengan orang bawahan)

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B. Empowerment and redesign of work

(Penurunan kuasa dan penyusunan semula
kuasa)
Boleh dilakukan melalui 3 cara:
1. Autonomy and participation
2. Job Enrichment
3. Teaming

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Autonomy and Participation (Kuasa autnomi

dan Peluang Penyertaan)
Memberikan peluang kepada ahli supaya
boleh influence decision making and work
conditions.

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 Job enrichment (Pengayaan kerja)

Kerja yang lebih mencabar dan menggunakan lebih

kemahiran
Pengurusan perlu memberikan mereka
kebolehpercayaan dan peluang untuk merancang
pengayaan kerja
kerja

Teaming

Team diwujudkan bagi mengatasi masalah yang

tertentu
Autonomous team ( sepertimana di Toyota, Proctor
and Gamble \, Satrn dll).

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Power and Politics in School

Setting

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Authority is the legal right to say yes

and no.
(hak legal untuk mengatakan yes or no)
Authority provides the basis for legitimate control
of administrators, teachers and students.
A primary source of control is formal authority
that vested in the office or position and not in the
particular person who performs the official role.

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Weber (1947): Power:

The probability that one actor within a social
relationship will be in position to carry out his own
will despite resistance
Kebolehan melaksanakan apa yang ingin dilakukan
walaupun terdapat rintangan.

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1.

Personal Power (Referent Power)

2.

Position Power (Legitimate Power)

3.

Capability Power (Expert Power)

4.

Reward Power

5.

Kuasa Individu

Kuasa Kedudukan
Kuasa Kebolehan

Kuasa Ganjaran

Coercive Power

Kuasa kekerasan

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Politics is individual or group behavior that is

informal, ostensibly parochial, typically divisive,
and above all, in the technical sense,
illegitimate---sanctioned neither by formal
authority, accepted ideology, nor certified
expertise.
Politik adalah individu atau kumpulan yang informal, pada
zahirnya akan narrow-minded, biasanya bersifat pemecah,
dan yang paling penting ialah tak sahtidak diganjari atau
didenda oleh autoriti, ideologi, atau, pakar dalam bidang.

Mintzberg (1983) Power in and around

Organization

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Political games are played:

To sustain power
To maintain power
To enhance power.

Goals of Political Games:

To
To
To
To
To

resist authority
counter resistance to authority
build a power base
defeat opponents
change the organization

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Although there are powerful individuals,

the political arenas of organizations are
composed of coalitions of individuals
---groups who bargain among themselves
to determine the distribution of power.
-Bolman and Deal: Reframing
Organization: Artistry, Choice
and
Leadership

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Politics is the study of the exercise of power.

This means that it has a huge impact on
your daily life!
Most of the key issues in our society - such
as crime, poverty and the environment - are
political.

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1.

2.

3.

Organizations are coalitions of

various individuals and interest
groups
They are enduring diferences in
values, beliefs, information,
interests, and perceptions.
Most important decisions involve
the allocation of scarce resources
who gets what
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4.

Scarce Resources and enduring

diferences give conflict a central
role in organizational dynamics and
make power the most important
resources.
Sumber yang sedikit
menyebabkan siapa yang
berkuasa menang

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Lencioni reveals the five dysfunctions which go to

the very heart of why teams even the best onesoften struggle. According to the book, the five
dysfunctions are[3]:

1. Absence of trust
2. Fear of conflictseeking artificial
harmony over constructive passionate
debate
3. Lack of commitment
4. Avoidance of accountability
5. Inattention to results
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5.

Goals and decisions emerge from

bargaining, negotiation, and
jockeying for position among
diferent stakeholders.
Bargaining (tawar menawar,
rundingan, dan jockeying) di
antara pihak yang
berkepentingan.

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PoliticalTactic

Purpose

1.

Ingratiating

Gainfavorsbydoingfavors

2.

NetworkingInfluentials Gaininfluencethroughnetworking

3.

ManagingInformation

4.

ManagingImpressions Createapositiveimaginebyappearance

5.

CoalitionBuilding

6.

Scapegoating

7.

IncreasingIndispensability

Manipulateinformationtoyouradvantage

Bandtogetherwithotherstoachievegoals
Shifttheblametoothersforbadoutcomes
Makeyourselfindispensable(important)

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Insurgency game to resist formal authority

Sponsorship game to advance quickly
Alliance-building game to build power
Empire-building game to build power
Expertise game to build power
Rival camps game to defeat competitors
Whistling-blowing game to halt bad practices
Young-Turks game to change the power
structure

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Hirschman (1970) Exit, Voice, and

Loyalty observes that participants in
any system have there basic options:
Leave; Find Another Place --- Exit
Stay and Play ; Try to change --- Voice
Stay and contribute as expected; be a
loyal member ---Loyalty
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RAMLAH LOPEZ (MP121301)

NURUL NAZRIEN BTE MOHD SIDEK

PERISTIWA

Seorang guru yang bernama Ramlan(bukan

nama sebenar) merupakan seorang guru
yang selalu kelihatan dalam mana-mana
program.Program akademik, kokurikulum,
HEM dan sebagainya. Namanya juga sentiasa
disebut dalam kalangan pentadbir.
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Guru ini merupakan guru DG44 yang juga

mempunyai pelbagai jawatan dan secara
tidak langsung menjadikan dia seorang
yang banyak link(rangkaian). Setiap
tugasan yang diberikan sentiasa
dilaksanakan dengan penuh tanggungjawab
sehinggakan kadang-kadang saya melihat
dia menawarkan diri untuk memikul tugas
yang tidak ada sesiapa inginkan.

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Setelah beliau mengambil tanggungjawab

tersebut, beliau dapat pula menarik guruguru lain untuk sama-sama bekerja dalam
satu pasukan sehingga program tersebut
berjaya.
Kejayaan program yang
dipertanggungjawabkan kepada beliau
menjadikan beliau seorang yang diperlukan
di sekolah.

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Culture in Organization/School

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There are many long, complex definitions

of a culture.
Terdapat banyak definisi budaya

Here's a simple one: A culture is "the way

we do things around here.
Cara kita bekerja di sini

Ralph Linton (1893-1953)

(http://www.mnsu.edu/emuseum/information/biography/klmno/linton_ral
ph.html)

Budaya adalah cara hidup

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Culture:
The values (nilai), beliefs (kepercayaan),
behavior (tingkahlaku) and material objects
(benda/objek) that constitute a peoples
way of life (Macionis, 1997)

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Definition:
Shared orientations that hold the unit
together and give it a distinctive
identity (Hoy & Miskel, 1997)
Orientasi/kelakuan yang dikongsi yang
menyatukan ahlinya dan memberikan
mereka identiti yang unik.

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Are trust levels high among the team

members? (Tahap kepercayaan tinggi)
Do people have a sense of loyalty to the
organization? (kesetiaan kepada organisasi)

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Creates distinctions among organizations

Provides the organization with a sense of
identity
Facilitates the development of commitment
to the group
Enhances stability
Provide appropriate standards for behavior
Guides and shapes members attitudes and
behavior

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Level 1: Culture as Shared Norms

Norms: Unwritten and informal expectations
that influence behavior.
Jangkaan-jangkaan tidak rasmi yang
mempengaruhi tingkahlaku

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Level 2: Culture as Shared Values

Values: Conceptions of what is desirable
Konsep tentang apa yang diingini dalam
organisasi

Values define what members should do to

be successful in organization

Nilai yang dikongsi menentukan apa yang perlu

dilakukan untuk berjaya

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Openness
Trust
Cooperation
Intimacy
Teamwork

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3. Culture as Tacit Assumptions

Hidden assumptions and beliefs embedded
in the organization
Anggapan yang tersembunyi yang tertanam
dalam organisasi

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Because the wise organization won't leave

the evolution of its workplace environment
to chance. The most important asset of
any organization is its people, and nothing
afects the day to day lives of your people
more than the culture in which they work.
Aset yang paling penting bagi organisasi
ialah tenaga manusia dan budaya yang baik
adalah perlu bagi individu yang berada di
dalam organisasi.

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Culture provides the organization with a sense

of identity
Rasa kekitaan dalam organisasi
Conflicts are handled swiftly and skillfully.
Konflik dapat ditangani secara cepat dan
berkesan
Ideas flow more smoothly.
Pendapat dapat dikongsi dengan mudah
continue

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Employees enjoy - and brag about - working in

such environments.
Ahli merasa seronok dan berbangga bekerja
dalam organisasi tersebut
Turnover is reduced
bilangan ahli yang keluar-masuk berkurang
Inter-team cooperation is enhanced.
Meningkatkan kerjasama antara kumpulan

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High profile problems are prevented.

Masalah yang serius dapat dielakkan
Culture enhances stability in the social
systems
Menstabilkan organisasi

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Kerjasama yang erat antara guru dan

juga antara guru dan pengetua.
Pengetua mendengar dan bersikap
terbuka terhadap keluhan staf.
Kebolehan professional guru dihormati,
diberi kebebasan tanpa close
scrutiny
Guru komited kepada kerja dan rapat
sesama mereka.

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Pengetua bersifat autokratik dan rigid

Pengetua tidak menghormati
professionalisme guru dan kehendak
(needs) mereka
Pengetua akan memberikan kerja yang
terlampau banyak.
Guru tidak mengendahkan karenah
Pengetua malah mereka bersifat
professional, menghormati sesama
mereka dan bersifat produktif.
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Pengetua bersifat terbuka dan professional

Pengetua menghormati professionalisme
guru dan kurang mengaradh (low
directiveness)
Gurutidak menghormati professionalisme
pengetua malah mensabotaj dan tidak
mengendahkannya
Hubungan antara guru juga rendah (low
collegial environment)
Guru tidak bersikap professional dan tidak
melaksanakan tugas dengan betul

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Pengetua membebankan guru dan

bersikap tidak professional
Guru juga begitu, tidak mengendahkan
Pengetua
Hubungan juga rendah antara guru
Keadaan yang chaotic dan tidak
memberangsangkan

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Motivation and Satisfaction in

Organization
(Motivasi dan Kepuasan dalam
Organisasi)
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Being a motivated student doesnt mean

you are always excited or fully committed to
your study, but it does mean you will
complete the tasks set for you even when
assignments or practicals are difficult, or
seem uninteresting.

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Physiological needs
Safety and security needs
Belonging and Love Needs
Esteem needs
Self Actualization

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So while it is broadly true that people move up (or down)

the hierarchy, depending what's happening to them in
their lives, it is also true that most people's motivational
'set' at any time comprises elements of all of the
motivational drivers.
For example, self-actualizers (level 5 - original model)
are mainly focused on self-actualizing but are still
motivated to eat (level 1) and socialise (level 3).
Similarly, homeless folk whose main focus is feeding
themselves (level 1) and finding shelter for the night
(level 2) can also be, albeit to a lesser extent, still
concerned with social relationships (level 3), how their
friends perceive them (level 4), and even the meaning of
life (level 5 - original model).

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For example,
If you really admire your friend's dad
because he is an army officer, it means you
hold him in high esteem.
if you lookdown to yourself because of
being obese, you have low self esteem.

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Low self esteem among kids may be caused

by:

Parenting style e.g. Yelling, downgrading

Divorced parent
Lack of friends
Physical appearance

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Hygienes (Dissatisfaction)

Motivators (Satisfaction)

Interpersonal Relations
with subordinates

Achievements

Interpersonal relations
with peers

Work itself
(Challenging)

Supervisions (technical)

Responsibility

Policy and
administration

Advancement

Recognition

Working condition
Personal life

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People resist and struggle against pressure

from external sources
Individual autonomy can be developed by:

Lesser hierarchical control

Activities and programs that emphasize setting
realistic goals
personally planning goals
accepting personal responsibility for actions

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Beliefs about own ability influence

motivation and performance
Ability (those who believe that they can
improve their ability are more likely to set
learning goals that are moderately difficult
and challenging

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Equity theory suggests that the key

mechanism for such decision is social
comparison.
We compare our ratio of inputs
(contribution) to output (receipts). We dont
choose just anyone for such comparisons,
but rather we select those that are similar
to us in various ways.

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Self efficacy: A persons judgement about

his or her capability to organize and execute
a course of action that is required to attain
a certain level of performance (Bandura,
2005)

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Vrooms Expectancy theory

1. Expectancy

Belief that I can accomplish the task

2. Instrumentality
Belief that good performance will be noticed and
rewarded

3. Valence:
Assessment of the attractiveness or value of the
rewards

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Force of Motivation

Expectancy + Instrumentality + Valence

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1.

Challenging goals

2.

Structure

3.

Tangible Rewards

8.

Variety

4.

Helping People

9.

Interesting Work

5.

Affiliation

10.

Influence or control

6.

Working Conditions

11.

Autonomy

7.

Personal/Profession
al Growth

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Rigidly prescribed curriculum

Lack of Resources

Pressure from State or Federal to improve

performance
Interruptions and distractions by
administration works/forms
Teaching in subjects that they are not
qualified to teach
Problems working at risks students
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Communication
(Komunikasi)

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Communication:
Sharing messages or ideas, or attitudes in ways
that produce a degree of understanding between
two or more people.

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1.
2.

3.

4.

5.

Instructions about specific tasks

Rationale about why task needs to be
done and how it relates to other tasks
Information about organizational
procedures and practices
Feedback on performance levels of
individuals
Information regarding the organizations
goals
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1.
2.
3.
4.

Routine operational messages

Reports on problems
Suggestions for Improvement
Information on how subordinates feel about
each other and the job

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Subordinates have a tendency to emphasize

positive information, withhold negative
data, communicate what the boss wants to
hear (Miliken and Morrison, 2003)

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Myers and Myers (1982) menerangkan bahawa

komunikasi merupakan satu proses yang
melibatkan proses membina makna dan
tanggapan terhadap perkara yang berlaku
sekeliling mereka
Communication is the process where people
construct meaning and develop expectations
about what is happening around them
Mereka membina makna menggunakan simbolsimbol yang dibuat daripada gambar,
perkataan, atau mimik muka atau isyarat bagi
mewakili idea, perasaan, niat kita)
Using symbols, words, signals etc to represent
idea, intention, emotion etc)
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Human will develop common symbol system

or language for sharing their experiences
with others .
Manusia akhirnya akan menggunakan
sistem simbol yang biasanya digunakan dan
diterimapakai oleh semua apabila berkongsi
pengalaman/berinteraksi dengan orang lain.

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Simbol simbol yang digunakan ini

diubahsuai dan ditambahbaik oleh kita
melalui interaksi dan pemerhatian
terhadap tingkah laku manusia hasil
daripada penggunaan simbol tersebut.
Day in and out we improvise the
symbols used thru interaction and
observation

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Hasil daripada pebelajaran dari pemerhatian

tersebut, manusia akan tahu cara membina
makna (construct meaning) yang boleh diterima
oleh manusia sekelililing mereka.
Mereka juga akan membina jangkaan tentang
reaksi dan pemikiran pihak yang lain.
Thru observations we know the best way to
construct meaning to be accepted by people
around us, as well as our expectation on people
reactions and thinking

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One way communication (komunikasi

sehala)
Berlaku bila A memberitahu B sesuatu
Dimulakan oleh A dan terhenti pada individu B
Metaphor: Injecting information into another
person (menyuntik maklumat)

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 Mengutamakan kemahiran dalam berkomunikasi pada

pihak penghantar (sender), jadi pentadbir akan
memikirkan benar-benar apa yang akan dikatakan (will
accurately articulate the message)
Pengantar akan membekalkan specificity dalam
arahan dan penerangan.
Komunikasi sehala juga menghadkan sembang kosong,
sembang masalah peribadi, perkongsian maklumat
yang tidak perlu (limit unnecessary information sharing)
Komunikasi sehala mengutamakan keberkesanan dan
pencapaian matlamat ( aims: efficiency dan goal
achievement)

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 Clampitt (1991) menegaskan bahawa seringkali

disalahtanggap bahawa eskpressi yang efektif
sama dengan komunikasi yang efektif. (efective
expression = efective communication?)
Walaupun sender secara jelasnya menerangkan
sesuatu idea, tidak semestinya ini menjamin
bahwa ideanya itu difahami sebagaimana yang
dikehendaki. (The idea could be understood
wrongly)

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Clampit percaya bahawa komunikasi sehala

dipilih berdasarkan dua andaian yang salah
(people choose one way communication due to
two misunderstandings:

Andaian pertama ialah bahawa penerima merupakan

pemproses maklumat yang pasif tetapi sebenarnya
manusia adalah sentiasa aktif dalam membina
semula mesej dan maknanya yang tersendiri.
Human are passive information processor?Actually,
humans are active information processor.
Andaian yang kedua ialah bahawa perkataan akan
membawa kepada makna Tetapi sebaliknya,
perkataan dipengaruhi oleh bagaimana ianya
digunakan,konteks ianya digunakan, orang
menggunakannya, dan orang yang mendengar
Words are seen as containers of meaning). Actually,
words are used and understood in context).
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Dalam komunikasi dua hala kedua-dua

individu A dan B akan memberi dan
menerima mesej. Setiap individu akan
memulakan mesej dan mesej-mesej ini akan
mempengaruhi mesej yang seterusnya.
Both persons inititiate and then influence
the next message(s). The concept of
dialogue
Ianya sama konsep dengan dialogue
sepertimana yang diterangkan oleh
Burbules (1993).

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Conversation
Debate
Inquiry
Instruction

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Bincangkan dalam kumpulan anda 2

halangan kepada komunikasi yang
berkesan. Beserta dengan contoh yang ada
di sekolah. Discuss in your group and
identify real example of barriers to efective
communication (minimum of four)

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The principle of participation (Prinsip

Penyertaan) :

Penyertaan adalah secara sukarela, keduanya

terlibat, dan terdapat proses bertanya, mencuba dan
mendengar idea baru dan berbagai

The principle of commitment (Prinsip

Komitment)

Perbualan mestilah dibenarkan berlaku meskipun

ianya bersifat pemecah (divisive) dan terdapat
pihak yang mempunyai pandangan berbeza.

The principle of Reciprocity (Prinsip Salingtukar)

Perbincangan mestilah di lakukan dalam semangat
saling-menghormati individu, kedudukan dan
kepakarannya

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Communication
Media

Face to face
Telephone
Email
Written Personal
Written Formal
Numeric Formal

Communication
Richness
Highest
High

Moderate
Low
Lowest

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Non verbal signals (isyarat bukan verbal)

Segala tingkah laku yang mempunyai nilai
komunikasi yang dilakukan di hadapan seseorang
yang tidak menggunakan perkataan:

Raised eyebrow
Tapping the fingers
Scratching head
Crossed arms etc.

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Non verbal symbols

Body language or gestures
Physical items or artifacts with symbolic
value
Space-territoriality and personal space
Touch-hugging, patting
Time- promptness, tardiness, amount
Other non verbal symbols-intonation,
accents, pitc, intensity of the voice

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Paralanguage:

A gray area between verbal and non verbal

Terletak antara verbal dan tak verbal
Umpamanya, dengusan, ketawa, humming dll
Paralanguage boleh menunjukkan emosi individu
pada masa itu.

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Congruence of verbal and non verbal

messages (kesamaan dalam mesej verbal
dan tak verbal)

Verbal and non-verbal messages must be

consistent for efective understanding
Verbal dan tak verbal mestilah selari bagi
meningkat kefahaman dalam komunikasi
If you have any questions or problems, please
come by my office, and well discuss the situation.
My door is always open.

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If the person is met at the door, ushered to

a chair, and a productive conference results,
the verbal message is reinforced and the
meaning is understood. If however the
administrator remains in the chair behind
the desk, leaves the staf member standing
or seats him or her across the room and
continues to write, the verbal message is
contradicted. When verbal and non verbal
message conflict, a problem of meaning
results.
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Meaning=

Information +
Communicators + Media
+ Context

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Di dalam organisasi terdapat dua saluran

komunikasi:
Formal
Tidak formal

Formal communication channels traverse

the organization through the hierarchy of
authority (Barnard, 1938)
Mengikut Barnard (1938), saluran
komunikasi formal bergerak melalui hirarki
autoriti.
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1.The channels of communication must be known

Saluran komunikasi mestilah

diketahui dan diterima umum

2.The channel must link every member of the

organization

Mesti menghubungkan semua ahli

dalam organisasi (semua menerima
maklumat)

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3. Lines of communication must be direct and

as short as possible

Komunikasi mesti dapat berlaku secara terus

dan ringkas

4. Every communication is authenticated as

being from the correct person occupying
the position and within his or her authority
to issue the message.
Semua komunikasi mestilah dibuat dalam
jangkauan autoriti ahli tersebut.

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MPF 1533 Muzz

Seringkali digelar grapevines

Ianya muncul dalam organisasi walaupun sistem
komunikasi formal nampak kuat dalam
organisasi.
Biasanya komunikasi tidak formal lebih tertumpu
kepada fakta yang ada dalam organisasi (facts),
pendapat (opinions), jangkaan (suspicions),
gossip, khabar angin (rumors), juga kadangkala
arahan-arahan yang datang dari pengurusan.

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1. Boleh mengetahui kualiti aktiviti di sekolah

menerusi maklumbalas (feedbacks) yang
dibekalkan
Dengan merisik maklumat dalam komunikasi
informal feedback yang diberikan selalunya
ikhlas dan tidak berselindung.
Ini adalah kerana terdapat kecenderungan
ahli untuk melaporkan perkara yang positif
sahaja (Hoy and Miskel (1996).

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2. Saluran komunikasi tak formal boleh

memberikan perkhidmatan terhadap
keperluan yang tak dapat disediakan oleh
saluran komunikasi formal
Dengan menggunakan komunikasi tidak
formal, perkhidmatan yang diterima
mungkin lebih baik.
Better services thru informal
communication?

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Saluran komunikasi tak formal berguna

sebagai alternatif terutama apabila
komunikasi formal tersekat oleh halangan
hirarki (alternative to formal
communication barriers)

3.

Terutamanya dalam urusan yang membabitkan

karenah birokrasi yang banyak, komunikasi tak
formal berkesan untuk helps to cut the red
tape.

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1.

Komunikasi mestilah ditingkatkan melalui

beberapa cara supaya ketidaktepatan
komunikasi dapat dikurangkan, kejelasan
dapat ditambahkan, dan mesej yang
disampaikan menjadi kaya (clarity and
richness of message)

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Sending skills

1.

Kemahiran menghantar maklumat mestilah

ditingkatkan
Maklumat mestilah jelas dan difahami
(message should be well understood )
Maklumat tidak menimbulkan konotasi yang
berbeza (no different connotation) oleh
orang yang menerimanya

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Menggunakan bahasa yang terus (direct

language)
Membekalkan maklumat yang lengkap
(complete information) kepada pendengar

Noise (gangguan) mestilah dikurangkan

Media mestilah diperbanyakkan

Face to face mestilah digunakan bila ingin

menyampaikan mesej yang kompleks.

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Instruction:

Draw no more than four straight

lines through the nine dots
without lifting the pen/pencil
from the paper.
Dengan melukis tidak lebih daripada empat
garisan yang lurus, sambungkan sembilan
titik yang ada dalam keadaan pensil atau pen
tidak diangkat.

MPF 1533 Muzz

Listening Skills

2.

Kemahiran mendengar juga penting dan

kerapkali kita lebih banyak bercakap
daripada mendengar
Mendengar, memahami dan bertanya jika
perlu
Meluangkan masa dan sudi mendengar apa
yang dinyatakan

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Giving and seeking feedback mestilah

berlaku secara mudah dan selesa

3.

Feedback boleh positif atau negatif

Positive bila ianya mengukuhkan
tingkahlaku
Negatif bila ia membetulkan sesuatu yang
melencong (deviation) atau salah (Harris,
1993)

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4.

Bersikap terbuka (openness)

Bersikap open-minded dan sedia

menerima maklumat yang disampaikan
Terbuka juga bermaksud mengurangkan
komunikasi skema yang menghalang
komunikasi daripada berlaku
Terbuka dan tidak terburu-buru membuat
kesimpulan dan penilaian terhadap
sesuatu yang diperkatakan
Tidak berat sebelah dalam menimbang
maklumat yang disampaikan

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Rasa rendah diri (humble)

5.

Rasa rendah diri penting kerana tanpa

perasaan rendah diri orang yang
berkomunikasi tidak mampu untuk
menyelami dan memahami apa yang
diperkatakan.
Perasaan ego akan menghalang proses
komunikasi

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Bersikap ingin tahu (curiousity)

6.

Benar-benar ingin mengetahui apa yang

diperkatakan
Perasaan ingin tahu akan merangsang
sikap suka bertanya dan mendengar
Ianya juga akan menyebabkan kita
melihat sesuatu isu daripada berbagai
perspektif (Why-why-why)

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Jujur dan ikhlas (sincerity

7.

Berterus terang dan jujur sekiranya kita

tidak menyetujui apa yang dikatakan
Betul-betul bertujuan ikhlas untuk
berkongsi maklumat dan menambahbaik
perkara yang berlaku

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Menjaga rahsia (keep the secret)

sekiranya perlu

8.

Maklumat yang diperolehi hanya dikongsi

sekiranya perlu
Menjaga rahsia dan tidak mengaibkan
pihak-pihak yang tertentu terutamanya
dalam maklumat yang bersifat sensitif

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Decision Making in Schools

(Membuat Keputusan di
Sekolah)

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Most discussions of decision making

assume that only senior executives make
decisions or that only senior executives'
decisions matter. This is a dangerous
mistake.
Peter Drucker

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Rationality
Bounded Rationality
Intuition

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Keputusan perlu dibuat dalam semua aspek

pengurusan:

Planning
Organization strategy, goals etc

Organizing
Number of employees, job design, structure

Leading
Staf motivation, leadership style

Controlling
Performance, activities

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MPF 1533 Muzz

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Identify problem
Identifying Decision Criteria
Allocating weight to criteria
Development of Alternatives
Analysis of Alternatives
Selecting an alternative
Implementing the Alternative
Evaluating Decision efective ness

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Decision Making Errors

Immediate gratification
Keputusan segera

History biased

Pengalaman lampau

Overconfidence
Anchoring efects

Tidak dapat maklumat seterusnya (mencukupi)

Perception bias

Melihat masalah berdasarkan persepsi

Framing bias

Overlooked sesetengah aspek

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Directive
Low tolerance for ambiguity, fast, short term

Analytic
High tolerance for ambiguity, more facts, more
alternatives

Conceptual
Long term, creative, philosophical

Behavioral
Consider others opinion, avoid conflict

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 Five

Forms of Decision Making:

1.Decide
2.Consult (individual)
3.Consult (group)
4.Facilitate
5.Delegate

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MPF 1533 Muzz

Know when its time to call it quits

Practice Why-Why Technique
Be an efective decision maker

Focus on whats important

Its logical and consistent
Based on necessary information
Acknowledge objective and subjective thinking
Encourage sharing and informed decision
Reliable (achieving goals) and flexible

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MPF 1533 Muzz

Sebuah bangunan di kediaman di Miami Florida kerap menerima

rungutan penghuni tentang lift-nya yang perlahan. Pihak
pengurusan mengambil keputusan untuk mengambil nasihat
sebuah syarikat perundingan terkemuka.
Perunding mencadangkan supaya jentera lift ditukar dengan
yang baru. Rungutan penghuni menjadi reda buat seketika.
Walaubagaimanapun tidak lama selepas itu, rungutan yang
sama kembali kedengaran.
Oleh kerana telah berbelanja besar, pengurusan mengambil
keputusan mengambil khidmat perunding tempatan yang
murah. Seorang kakitangan telah dihantar ke bangunan
tersebut. Dari segi penampilan ternyata beliau tidak kelihatan
hebat seperti jururunding sebelum ini.
Setelah hampir setengah jam melihat keadaan lift yang ada,
beliau membuat keputusan meletakkan cermin di sekeliling
bahagian dalam dan luar lift tersebut. Penghuni bangunan
selepas itu kelihatan sibuk membetulkan topi dan pakaian
mereka di luar dan dalam lift. Tidak kedengaran lagi rungutan
daripada mereka selepas itu.
MPF 1533 Muzz

Leadership in Organization

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20
5

Pendahuluan:
Who are managers?
Siapakah Pengurus?

Who are the leaders

Siapakah Pemimpin?

Are teachers leaders in the school?

Adakah guru seorang pengurus atau
pemimpin?

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20
6

What is management?

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20
7

The action of measuring a quantity on a

regular basis and of adjusting some
initial and as the actions taken to reach
one's intended (organizational)goal.

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20
8

Syed Othman AL-Habshi (1989):

pengurusan merupakan proses mendapat
dan mencantumkan sumber kewangan,
modal, tenaga manusia dan sebagainya untuk
mencapai matlamat organisasi samada
barangan atau perkhidmatan

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20
9

Blake and Mouton (1985) who are

famous with their managerial grid
theory, listed seven managerial roles:

Planning
Organizing
Directing
Controlling
Staffing
Management-by-objectives
Performance appraisal.

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21
0

Robbins and Coulter (2002):

They simplified the essential processes
of management into four:

Planning
Organizing
Leading
Controlling

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21
1

Planning:

defining goals, establishing strategy, and

developing sub-plans to coordinate
activities

Organizing

determining what needs to be done, how it

will be done, and who will do it.

Leading

directing and motivating all involved parties

and resolving conflicts.

Controlling

monitoring activities to ensure that they

will be accomplished as planned.

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21
2

5 general traits down sizes from 124 traits

studies of leadership by Stogdill (1948):

Capacity
Achievement
Responsibility
Participation
Status

MPF1533 Muzzammil

21
3

Foushee and Helmreich (1988)- study the

performance of airlines crews, focusing on
the captains personality.
Captains who were warm, friendly, selfconfident and able to deal with pressure had
crews with the best performance.
Captains who were arrogant, hostile,
boastful, egotistical, and passive aggressive
had the worst performing crews.

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21
4

What is leadership?

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 Leadership

is a process in
which leaders attempt to
influence followers and vice
versa to accomplish a desired
goal (Pisapia, 2006)

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21
6

Leadership is the process of influencing

others to understand and agree about what
needs to be done and how it can be done
efectively, and the process of facilitating
individual and collective eforts to
accomplish the shared objectives (p.7)

Yukl, G. (2002). Leadership in organization,

5th edition. Upper Saddle River, NJ. Prentice
hall
MPF 1533 Muzz

Persoalannya: Manakah konsep yang

lebih luas? Pengurusan atau
Kepimpinan?
Which is more broad? Leadership or
management?

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21
8

Robbins and Coulter (2002) clearly

placed management as the bigger
concept while leadership was part or
branch of the management processes.
This is how leadership is normally
espoused by scholars in the
management schools.

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21
9

Leading

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22
0

Robbins and Coulter (2002) clearly

placed management as the bigger
concept while leadership was part or
branch of the management processes.
This is how leadership is normally
espoused by scholars in the
management schools.

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22
1

Contrary to this trend, Hersey and

Blanchard (1993) noted that Leadership
is a broader concept than management
(p.5).

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22
2

Contrary to this trend, Hersey and

Blanchard (1993) noted that
Leadership is a broader concept than
management (p.5).

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22
3

Management

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22
4

Bennis and Nanus (1985), Rost (1993),

Kotter (1996), Zaleznik (1977) and Kolb
et al. (2001) rejected that one was
more important and declared that
leadership and management are
different entities with distinct
constructs.

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22
5

They maintained that leaders and

managers exhibited two distinct types
of behavior.

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22
6

Leadership

Management

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22
7

Other discussions on the differences

between the two concepts seemed to
be more moderate in approach.
For example, Northouse (2001)
proposed that there is a considerable
amount of overlap between
management and leadership.

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22
8

Leadership

Management

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22
9

According to Northouse (2001), when

managers are trying to influence
members to meet their goals, they are
involved in leadership, but when
leaders are involved in planning,
organizing, staffing, and controlling,
they are actually involved in
management processes.

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23
0

Another scholar, Topping (2002) argued

that senior executives also need to
manage, and managers, especially at
or below the general manager level
need to have the capability of being
both managers and leaders.

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23
1

Using the proposed concept of

managerial leadership, he maintained
that without diminishing the
importance of good management, the
critical need today is to enhance
managers leadership behaviors

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23
2

Topping (2002) argued that senior

executives also need to manage, and
managers, especially at or below the
general manager level need to have the
capability of being both managers and
leaders.

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23
3

Managerial leadership concept lies on

the word inspiration. Managerial
leaders are managers who can act
beyond the regular duties of a manager
and imbibe the "inspirational quality"
that could create a motivated selfdirected team that does not require his
or her constant attention.

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23
4

John Kotter (1996): Managing Change

Organizations today are

overmanaged and underled

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23
5

Begitu juga senario yang ada di sekolahsekolah di Malaysia:

Overmanaged but underled
Nota: Kenyataan ini disokong sebahagiannya oleh kajian
pengurusan di di sekolah

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23
6

Leadership

management

Creating an
Agenda

Establishes Direction

Plans and Budgets

Developing a
network

Aligns people

Organizes and Stafs

Executing
Agenda

Motivates and Inspires

Controls and Solves

Problems

Outcomes

Produces Change

Produce a degree of
Predictability and Order

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MPF1533 Muzzammil

23
8

Managers are people who do things right,

while leaders are people who do the right
thing. - Warren Bennis, Ph.D.

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23
9

1.
2.
3.
4.
5.
6.
7.

Set example (role model)

Influencing
Create Vision
Bring change
Create leaders among followers
Make tough decisions
Emotionally active (decision
making)

8.
9.
10.
11.
12.

Motivate and inspire

Align stafs eforts
Bring staf together
Build networks
Find Resources for
organization

MPF1533 Muzzammil

24
0

1.

2.
3.
4.
5.

6.
7.

Set example- be a
role model
Influencing
Create Vision
Bring change
Create leaders among
followers
Make tough decisions
Emotionally active
(decision making)

Program Implementation
Annual award program
1.
2.
3.
4.
5.

6.
7.

Principal will attend the

program meeting/preparation
Principal will influence other
teachers to help the committee
Principal benchmark the
program with others
Parents involvement in tasks
Principal allow you to make
decision regarding the event
Principal let you and your
commitee set up the reviewing
commitee for awards recipients
Principal asks for a program
which is strictly academic
Ask for hardship/problem during
the preparation

1.
2.
3.
4.
5.

Motivate and inspire

Align stafs eforts
Bring staf together
Build networks
Find Resources for
organization

Dining with them before the

event. Meet the committe.
Members.
Principal asks senior and
junior teachers to collaborate.
Principal highlights the
importance of teamworking
and involvement
Principal suggests you to
invite community leaders
Principal gave RM4000 for the
committee to spend and
another RM2000 from PTA for
the committees dress

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24
2

Kami guru Malaysia,

Berikrar dan berjanji,
Mendidik dan memimpin,
Putera-puteri negara kita.

Pada Seri Paduka,

Kami tumpahkan setia,
Rukunegara kita,
Panduan hidup kami semua.

Di bidang pembangunan,
Kami tetap bersama,
Membantu membina,
Negara yang tercinta,
Amanah yang diberi,
Kami tak pesiakan,
Apa yang kami janji,
Tunai, tetap kami tunaikan.

http://www.moe.edu.my/hariguru/lagu_guruM.htm

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24
3

Managing Change

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Leaders ----Leading the change

Manager ----Managing the change

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24
5

Leadership and management should be handin-hand (togetherness)

Transformational (Change)

Managerial (stability)

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24
6


1.
2.
3.
4.
5.
6.
7.
8.

Leading Change
Establish urgency
Create a coalition
Develop a vision &
strategy
Communicate the
vision
Empower broadbased action
Generate short-term
wins
Consolidate gains &
produce more
Anchor new
approaches

Managing Change
1. Do planning and
budgeting
2. Organizing and
staffing
3. Coordinating
activities to get the
job accomplished
4. Control and
problem solving

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Kotter details eight common errors in

organizational change eforts:
Allow too much complacency
Unable to build a team
Underestimate the power of vision
Under communicate the vision
Permit obstacles to stand in the way
Fail to create short-term wins
Declare victory too soon
Fail to anchor new approaches

MPF 1533 Muzz

1.

Allowing too much complacency

(kepuashatian)

Complacent with what we have (sikap berpuas hati

dan tidak mahu berubah)
Sikap berpuashati (kemahiran, gaji, suasana kerja,
pencapaian pelajar) membuatkan pemimpin lebih
memilih untuk tinggal dalam comfort zone
mereka.
Ianya merupakan halangan utama untuk
perubahan berlaku

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Personal complacency occurs when you

stop caring and stop feeling the outside
pressures of life. Basically when you stop
caring about the things going on around
you, and the stop caring about the outside
pressures efecting your life, you become
comfortable with your current situation and
change can be a hard thing to do.

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2. Unable to build team

Kegagalan membina kumpulan yang

bertanggungjawab membawa perubahan (failure
build a team in charge)
Perubahan tidak mungkin dilakukan seorang diri
(individual cant bring change alone)
Kumpulan yang pakar dalam bidang masing-masing
(should be experts in the team)
Kumpulan tersebut mestilah diberikan kepercayaan
untuk melakukan perubahan (trusted and
empowered to make change)

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1.
2.
3.
4.

5.
6.

7.
8.
9.
10.

11.

12.

13.
14.
15.

Team diwujudkan untuk mengenalpasti aspek bermasalah dan membawa penambahbaikan

Team dilantik berdasarkan kepakaran dan pengalaman dalam aspek tersebut
Ketua team mestilah diberi peluang untuk memilih sebahagian daripada ahlinya
Team mestilah dianggotai oleh ahli yang pelabagai latarbelakang (senior, junior, parents,
komuniti dll)
Team mestilah diterangkan skop kerja dan garis panduan yang berkaitan
Team mestilah diberikan autonomi (pengupayaan) untuk melaksanakan inisiatif/membuat
keputusan
Pengurusan mestilah memantau dan memotivasi team dari masa ke semasa
Team mestilah berpeluang mempersembahkan aktiviti/hasil kerja kepada warga organisasi
Pengurusan mestilah mewar-warkan kewujudan team kepada semuarwarga organisasi
Perbincangan dari masa ke semasa (reporting and discussion) perlu dibuat antara team dan
pengurusan tertinggi
Dokumentasi team mestilah dihasilkan, dirujuk dalam pelaksanaan dan disimpan untuk tujuan
rekod
Sumber mestilah dibekalkan kepada team dalam masa mereka melaksanakan projek/program
perubahan
Team bertanggungjawab sepenuhnya ke atas prestasi (baik/buruk)
Penghargaan mestilah diberikan kepada semua ahli kumpulan secara berterusan
13. Dibubarkan sekiraya tamat tugasan yang diberikan bergantung kepda jangkamasa

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3. Underestimate the power of vision

Memandah rendah kekuatan visi
Visi merupakan satu sasaran yang
ditetapkan oleh sesuatu organisasi (e.g.
UTM vision)
Visi mampu membawa perubahan dalam
organisasi (vision can bring change)
Visi perlu difahami oleh semua ahli dalam
organisasi (should be understood by all
members)

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4. Undercommunicate the vision

Tidak berkomunikasi dan menyebarkan visi
kepada semua (not communicating the
vision)
Menganggap ahli tahu visi, misi dan
matlamat organisasi (assume members
know everything)
Setelah visi, misi dan objektif di bina,
pengurusan perlu selaraskan semua aktiviti
dengannya dan mewar-warkannya (align all
activities and promulgate it)

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5. Permit obstacles to stand in the way

Membenarkan halangan berada di
pertengahan usaha perubahan yang hendak
dilakukan (allow obstacles exist)
Halangan melambatkan proses peubahan
Mesti dikenalpasti dan diatasi (should
identify the barriers; not confidence,
anxiety, inferiority complex)

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6. Fail to create short-term wins (Gagal

mencipta kemenangan jangka-pendek)
-Short term win penting untuk
mengembalikan tenaga dan mengekalkan
keyakinan terhadap diri (rejuvenate the
energy)
Motivate individuals
-Terlampau ambitious menyebabkan short
term win sukar dicipta (too ambitious
makes it hard to create short term wins)

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7. Declare victory too soon

(Terlalu awal mengisytiharkan kemenangan)
pengurus mestilah dapat membezakan antara
battle (pertempuran) dan war (peperangan) yang
dihadapi (need to differentiate between war and
battle)
Keseronokan dengan apa dicapai pada sesuatu
peringkat seharusnya tidak menghentikan usaha
yang dibuat (Jubilation should not stop the
ongoing struggle)

MPF 1533 Muzz

8. Fail to anchor new approaches (Gagal

untuk mencuba pendekatan-pendekatan
baru yang ada )
Pendekatan yang baru boleh merangsang sesuatu
perubahan itu untuk berlaku (approaches which
can stimulate the change)
Stick to the own paradigm (status quo) can deter
change from happening (status quo boleh
menghalang perubahan)
Gagal menginstitusikan perubahan

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Professor of
Leadership, Emeritus
Harvard University
Author of six bestselling business
books
SigEp Brother, MIT
68

MPF 1533 Muzz

1.
2.
3.
4.
5.
6.
7.
8.

Allow too much

complacency
Unable to build a team
Underestimate the power
of vision
Under communicate the
vision
Permit obstacles to stand
in the way
Fail to create short-term
wins
Declare victory too soon
Fail to anchor new
approaches

1.
2.
3.
4.
5.
6.
7.
8.

Establish urgency
Create a coalition
Develop a vision &
strategy
Communicate the vision
Empower broad-based
action
Generate short-term
wins
Consolidate gains &
produce more
Anchor new approaches

*Adapted from Leading Change by John P. Kotter

MPF 1533 Muzz

1.
2.
3.
4.
5.
6.

7.

8.

9.

Apakah aspek yang difokuskan?

Bagaimana anda boleh meyakinkan urgency: tersebut
Siapakah yang akan menganggotai team?
Bagaimana anda akan merancang visi, misi, objektif dll?
Bagaimana visi misi boleh dikomunikasi secara berterusan?
Berapa dan apa serampang (broad-based
action/strategy) yang akan digunakan?
Apakah mile-marker terlibat dan wins serta celebration
yang akan dibuat?
Bagaimana kemenangan/pencapaian dianalisis dan dilihat
semula bagi tujan penambahbaikan perancangan (dan
pelaksanaan) akan datang/berterusan
Bagaimanakah ianya akan diinstitusikan?

MPF 1533 Muzz

Rasa kepentingan untuk segera berubah

What is our current reality?SWOT?

Bandingkan organisasi kita dengan yang lain.

Why is it important? Kenapa perubahan itu

perlu dilakukan.

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Membina kumpulan yang fokus kepada visi

Kumpulan tersebut akan work like a team
Kumpulan yang diamanahkan untuk
menganalisa dan merangka perubahan
Pakar dan istimewa dalam bidang masingmasing

MPF 1533 Muzz

Mencipta visi dan strategi untuk

mencapainya.
Vision directs the efort (visi akan
memberikan hala tuju)
Strategies are how youll get there (strategi
ialah panduan bagaimana ianya akan dicapai)
Vision and strategies should guide decisionmaking, and prioritize the actions to be taken.

MPF 1533 Muzz

Berkomunikasi dan menyebarkan visi yang

ada

Communicate constantly

Your team must model the behavior

MPF 1533 Muzz

Get rid of obstacles to change (manusia,

struktur, proses)
Change systems or structures that seriously
undermine the vision
Encourage risk-taking and nontraditional
ideas, activities, and actions

MPF 1533 Muzz

Mencipta kemenangan yang bersifat jangka

pendek
Plan for visible improvements in performance,
or wins (merancang kemenangan yang
boleh diukur)
Create those wins and visibly recognize &
reward people who made wins possible

MPF 1533 Muzz

Mencantumkan kemenangan dan membawa

lebih banyak perubahan
Use small wins to go farther (Menggunakan
kemenangan yang ada untuk pergi lebih
jauh)

MPF 1533 Muzz

Melaksanakan pendekatan-pendekatan
baru
Reinforce steps taken (menguatkuasakan
langkah yang diambil)
Articulate connections between new
behaviors and chapter success
(menghubungkan tingkahlaku baru
dengan kejayaan)

MPF 1533 Muzz


1.
2.
3.
4.
5.
6.
7.
8.

Leading Change
Establish urgency
Create a coalition
Develop a vision &
strategy
Communicate the
vision
Empower broad-based
action
Generate short-term
wins
Consolidate gains &
produce more
Anchor new approaches

Managing Change
1. Do planning and
budgeting
2. Organizing and
staffing
3. Coordinating
activities to get the
job accomplished
4. Control and
problem solving

MPF 1533 Muzz

Dalam menguruskan perubahan di sekolah,

kepemimpinan dan kepengurusan mestilah
seiring dan sejalan bagi memastikan
penambahbaikan berterusan berlaku.
Transformational (Change)

Managerial (stability)

MPF 1533 Muzz

First five steps before change:

1. An

1.
2.
3.
4.
5.

organizations previous experience in accepting change

Kumpul maklumat ttg perubahan lepas
Lebihkan masa untuk bincang perubahan yang hendak dibawa
Menyediakan ruangan maklumbalas secara berterusan
Aturkan hasil segera dpd perubahan yang dibawa
Warwarkan kejayaan

2. The

clarity of expectations
3. The origin of the idea or problem
4. The support of top management
5. The compatibility of the change with
organizational situation

MPF 1533 Muzz

MPF 1533 Muzz

Bincangkan pembacaan anda tentang buku

One Minute Manager. Cadangkan dua
penambahbaikan dalam amalan (practice)
yang boleh dilakukan di dalam institusi
anda berdasarkan pembacaan tersebut.

MPF 1533 Muzz

This is a story about four people named

Everybody, Somebody, Anybody and
Nobody. There was an important job to be
done and Everybody was sure that
Somebody would do it. Anybody could
have done it but Nobody did it. Somebody
got angry about that because it was
Everybodys job. Everybody thought
Anybody could do it but Nobody realized
that Everybody wouldnt do it. It ended up
that Everybody blamed Somebody when
Nobody did what Anybody could have
done!
-Think Inc/ Promod Batra
MPF 1533 Muzz

School Effectiveness and Quality

M
PF

Keberkesanan: Efectiveness
Keberkesanan lebih melihat kepada
pencapaian kepada matlamat yang
disasarkan.
Ini bermakna bahawa pengurusan yang
berkesan ialah pengurusan yang berjaya
mencapai matalamat pengurusan yang
disasarkan (Begitu juga dengan kepimpinan
yang berkesan----matlamat kepimpinan)

M
PF

Effectiveness: Doing the right things

means effectiveness - setting the right
goals and objectives and then making
sure they're accomplished.
Efficiency: Doing things right means
efficiency - getting the most from your
resources, whether they're people or
products.
M
PF

Saya percaya, kita mempunyai sejumlah sekolah yang

baik dan cemerlang untuk dijadikan show case kepada
negara-negara lain di dunia. Untuk itu kita akan
merangkaikan semua sekolah yang cemerlang ini
dengan sekolah-sekolah terkenal di luar negara agar
sekolah-sekolah yang cemerlang ini dapat dijadikan
show-case kepada masyarakat antarabangsa. Bagi
sekolah-sekolah di luarKementerian Pelajaran seperti
sekolah-sekolah swasta dan antarabangsa, kita akan
berusaha mengenal pasti sekolah-sekolah yang
berpotensi dan merangka pelan pemasaran yang
bersesuaian untuk memasarkan sekolah-sekolah ini ke
negara-negara lain
Y.B. DATO SRI HISHAMMUDDIN TUN HUSSEIN, 3 April,
2006, Putrajaya.

M
PF

Apa yang dimaksudkan dengan Kualiti?

MPF 1533 Muzz

Barang yang berkualiti di negara ini

tidak semestinya dianggap berkualiti di
tempat lain?
Kualiti service di mata seseorang tak
sama dengan yang lain
Kualiti tidak selalunya dilihat dari segi
kecantikan
Konsep Lambat berbeza mengikut
negara.

Melayu: lambat jika lebih dari sejam?

M
PF

When pressed to define pornography,

a Supreme Court Justice once
commented that he couldnt define it
but knew it when he saw it. Quality is
like that. Although few consumers
could define quality if asked, all know
it when they see it. This makes the
critical point that quality is in the eye
of the beholder (Goetsch and David,
2000)
M
PF

Consumer Driven Concept of quality:

Konsep kualiti yang bersandarkan
kepada pengguna

Eg. Apabila makan di restoran, akan menilai

kualiti sesebuah resoran melalui perkaraperkara berikut:
Perkhidmatan/layanan
Response time
Harga
Plihan yang banyak
Environment/atmosphere (suasana)

M
PF

Boeing: Providing our customers with

products and services that
consistently meet their needs and
expectations

Membekalkan pelanggan dengan barangan

dan perkhidmatan yang sentiasa memenuhi
keperluan dan jangkaan mereka.

GSA, USA: Meeting the customers

needs the first time and every time.

Menepati keperluan pelanggan kali pertama

dan selamanya.

M
PF

Deming :
quality has many different criteria
and that these criteria change
continually

M
PF

Jika kualiti ada kriteria yang berbeza,

bagaimana kualiti pengurusan sekolah
dapat ditentukan?

M
PF

Kualiti Sekolah? Sila nyatakan kualiti

yang seharusnya ada di sekolah?

M
PF

Standard Kualiti Pendidikan Malaysia (SKPM)

SKPM1
Standard Kualiti Pendidikan Malaysia: Pernyataan
Standard (PS)

SKPM2

Standard Kualiti Pendidikan Malaysia: Instrumen

Pemastian Standard (IPS)
SKPM3
Standard Kualiti Pendidikan Malaysia: Rancangan
Pemajuan Sekolah (RPS)

M
PF

IPS akan digunakan oleh Nazir Sekolah

semasa menjalankan pemeriksaan di
sekolah. Pihak sekolah pula hendaklah
menggunakan instrumen ini untuk
melakukan penarafan kendiri. Agensi di
bawah KPM, JPN, PPD, PPB juga boleh
menggunakan instrumen ini ketika
melaksanakan pemantauan dan penyeliaan
di sekolah

M
PF

Dimensi I: Hala tuju kepimpinan (10%

wajaran)
Dimensi II: Pengurusan Organisasi (30%
wajaran)
Dimensi III: Pengurusan Program Pendidikan
(45% wajaran)
Dimensi IV: Kemenjadian Murid (15%
wajaran)

M
PF

Hala tuju kepimpinan (10% wajaran)

Elemen 1: Visi dan misi
Elemen 2: Kepemimpinan

Pengurusan Organisasi (30% wajaran)

Elemen
Elemen
Elemen
Elemen
Elemen

3:
4:
5:
6:
7:

Struktur Organisasi
Perancangan
Iklim
Pengurusan dan pembangunan sumber
Pengurusan maklumat

M
PF

Pengurusan Program Pendidikan (45%

wajaran)
Elemen 8: Pengurusan program kurikulum,
kokurikulum dan hal ehwal murid
Elemen 9: Pengajaran dan pembelajaran
Elemen 10: Pembangunan sahsiah murid
Elemen 11: Penilaian pencapaian murid

Kemenjadian Murid (15% wajaran)

Elemen 12: Kemenjadian murid dalam akademik,

kokurikulum dan sahsiah

M
PF

Key elements of Quality (Goestch and

Davis, 2000)

Strategically based
Customer focus
Obsession with quality
Scientific Approach
Long term Commitment
Employee Improvement and Empowerment

M
PF

1. Build aware ness of both the need for improvement

and opportunities for improvement
2. Set goals for improvement
3. Organize to meet the goals that have been set
4. Provide Training
5. Implement projects aimed at solving problems
6. Report progress
7. Give recognition
8. Communicate Results
9. Keep score
10. Maintain momentum by building improvement into
the companys regular systems
M
PF

Disclaimer:

This course packet is provided to guide

students reading. Students are responsible
to go through literatures to know more on
the theories discussed.
Good Luck

MPF 1533 Muzz