EDUC745 Case Study Political Analysis

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Apr 3, 2024

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POLITICAL ANALYSIS 1 Case Study: Political Analysis Keneishia S. Jefferson School of Education, Liberty University Author Note Keneishia S. Jefferson I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Keneishia S. Jefferson. Email: kjefferson28@liberty.edu

POLITICAL ANALYSIS 2 Case Study: Political Analysis Power in Organization When looking at an organization and its politics there are many things to consider. They can be informal, unofficial, and sometimes a behind-the-scenes effect to sell the ideas, vision, goals, the ability to increase power, or even to achieve other company targeted objectives (Brandon & Seldman, 2004; Hochwarter, Witt & Kacmar, 2000). The power that exists in an organization embodies the following: reward, coercive, legitimate, expert, and referent. It is vital to understand the types of power because this knowledge allows all involved parties to understand who and what as it relates to what each power looks like, and who holds the ability for each specific power. These mentioned powers exist in any organization, whether a private sector or public sector, they still hold true to what they are ( Libre Texts Social Sciences: Types of Power). Reward power can be described as the ability to distribute positive or negative rewards. Thinking about the current employer, which is an education sector, there are many individuals who hold reward power at the forefront. The first group of individuals who come to mind is the school board, they have the autonomy to distribute positive or negative rewards as it relates to overall managing of the school in accordance with state and federal law. The next person that displays reward power is the superintendent, this person also happens to be the founder also; this individual can give negative or positive rewards as it relates to all employees within the school, including administrative staff (example director, assistant principal). The director too has reward power, this individual determines the hiring and termination of staff; staff disciplinary actions such as memo of understanding (in a regular district this is known as a write-up).

POLITICAL ANALYSIS 3 Coercive power is known as the ability to dispense punishments. Again, the superintendent can dispense various punishments, such as termination and hiring of staff. The director also has this same-mentioned coercive power. Teachers can dispense punishment to their scholars when classroom expectations and procedures are broken depending on severity. There is also a side of belief that maybe scholars have a bit of coercive power in the fact that, they can deliver a smaller dose of punishment displayed in negative behavior, disrespectful behavior, and demeaning behavior to name a few. Legitimate power can be described as authority that comes from a belief on the part of those being influenced that the person has a legitimate right to demand conformity. Looking throughout the organization, teachers most definitely have legitimate power. They hold the power to influence the behavior of their scholars, they also have the influence of colleagues as well. On the flip side of this coin, scholars can display this type of power when they show respect for their teacher. This behavior shows that scholars are in a superior position, in charge of their learning (independent learners), and they can help shape the minds of their peers who lack these things they display ( Libre Texts Social Sciences: Types of Power). Referent power is known as the influence based on identification with, attraction to, or respect for the powerholder. Without a doubt, scholars hold this type of power. They are attracted to what is taught, expected, and practiced when it comes to how to conduct themselves in the classroom. They too can influence their peers who may need an extra push in the right direction. Teachers have referent power at their fingertips. They identify with leaders, other colleagues, parents, and scholars ( Libre Texts Social Sciences: Types of Power).

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POLITICAL ANALYSIS 4 Expert power is defined as power that comes from other’s beliefs that the powerholder possesses superior skills and abilities. This type of power can be displayed by anyone in the organization who has the knowledge, or a skill set others do not possess. Knowing this to be true, expert power can be displayed by the superintendent, director, assistant principal, teachers, lead teachers, custodians, and cafeteria workers ( Libre Texts Social Sciences: Types of Power).. Access to Information Ultimately, the superintendent, director and assistant principal has access to all building agendas, control over information, knowledge of procedures, and the ability to cope with uncertainty. These mentioned individuals are at the top of the administrative pyramid of the organization; therefore, they have all access, make all decisions, hold the knowledge to the organization because of their titles and roles. Power Coalitions The power coalitions and alliances that affect the unit are employee morale. Staff are experiencing the following: burnout, lack of staff acknowledgement, and being overworked. Some fellow teachers feel mutual responsibilities are not what they should be. For example, some of the same staff slack on their responsibilities of submitting lesson plans by the deadline. When this happens repeatedly, there are no consequences for certain staff, but that is not the case collectively. Because being fair and consistent across the board tends to be an issue, some staff frown on administration and how they handle the day-to-day functions of the organization. Teachers consider themselves a unit, and administrators are another unit. The need for cohesiveness could improve and this could help the organization reach its goals and objectives in a more orderly fashion. Alliances Upward Influence

POLITICAL ANALYSIS 5 My attempt to build other units and create upward influence in the organization is to be readily available to help and support my colleagues. Here is what this looks like, if a peer is struggling with classroom management, I provide ways to help with scholar engagement which will decrease behavior and in turn the learning environment will not be affected for other scholars and the class. Taking suggestions to administrators to bridge the gap in trust from colleagues. For example, letting the director know how staff feel without violating their privacy by giving their name.

POLITICAL ANALYSIS 6 References Brandon, R., & Seldman, M. (2004). Survival of the savvy: High-integrity political tactics for career and company success . New York: Free Press. Hochwarter, W. A., Witt, L. A., & Kacmar, K. M. (2000). Perceptions of organizational politics as a moderator of the relationship between conscientiousness and job performance. Journal of Applied Psychology , 85 , 472–478. Libre Texts Social Sciences: Types of Power. https://socialsci.libretexts.org . Access February 19, 2024.

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EDUC745 Case Study Political Analysis

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