Part 1: paradigms, mental models, and mindsets in-use  (Page 6/8)

All of the above mental models, and others not identified, often have the unintentional outcome of preserving the four dominant paradigms and they exert significant influence on the behavior of school systems and the educators who work in them. Further, because the four dominant paradigms are so pervasive and because their related mental models are so widely practiced, it is extraordinarily difficult for educators to think outside the box formed by the paradigms and mental models.

I also believe that there are two levels of mental models: organization-wide and personal. A school district’s organization-wide mental model is found in its mission and vision statements and in its organization culture. Organization-wide mental models are often manifested as “groupthink” (Janis, 1972). Personal mental models are found in the minds of individual teachers, administrators, and support staff and these are manifested as behavioral strategies and observable behaviors.

Organizational mental models . An organizational mental model is a collective representation of what a school system stands for and how it accomplishes its goals. An organizational mental model is embodied in a school system’s internal social “infrastructure” (which includes organization design, organizational culture, reward systems, job descriptions, and communication patterns). It is also reflected in its relationships with the outside world. The essential elements of a school system’s controlling mental models are also captured in the district’s mission and vision statements. Like their counterparts (individual mental models) organizational mental models are not easily described in words because some of what the models represent is at an intuitive level. Organizational mental models for school districts are usually constructed around three main themes:

• People served by the district (e.g., we educate the poorest students)
• The role of the school district (e.g., we provide a critically important educational and social service to parents)
• The nature of school district activities (e.g., we are the “drivers” of societal change)

Arango (1998) talked about the subtle, but powerful, role of organizational mental models. He said that outside an organization there are many wonderful ideas, opportunities, needs, aspirations, and so on. Organizational mental models filter all this information and…

• Block it out all together—nothing gets in.
• Let some of the information in, but only after modifying the information to support the existing organizational mental model.
• Let information get in unchanged only if it clearly fits the organization’s existing mental model.

I believe there are four sub-categories of organizational mental models. Each is briefly described below.

1. Functional organizational mental models . A functional organizational mental model, although flawed, is accurate enough to help an organization function effectively. An example of a functional organizational mental model would be found in a school district’s management philosophy stating, “Our district is a system. In a system the various parts interact to produce outcomes. Some outcomes will be desirable and others will be undesirable. Undesirable outcomes should not be examined in isolation. Instead, we must examine the total system to identify multiple cause and effect relationships that contribute to the undesirable outcomes.”
2. Dysfunctional organizational mental models . A dysfunctional organizational mental model is one that produces unintentional negative consequences. An example of a dysfunctional organizational mental model in a school district would be found in an organizational culture built upon the belief that “Teachers are employees and need close supervision with very little autonomy to make decisions about how they do their work.” This mental model is dysfunctional because it is intended to put managerial control into the hands of a few with the intention of increasing organizational effectiveness and efficiency; but often it unintentionally creates a climate of distrust, dissatisfaction, and de-motivation among teachers and decreases organizational effectiveness and efficiency.
3. Incomplete organizational mental models . An incomplete organizational mental model is one that has some correct information, but other important details are missing. An example of an incomplete organizational mental model would be found in a school district’s vision statement where it is stated, “Our district is a learning community.” This basic mental model may be correct, but it is insufficient because of its lack of details.
4. Wrong organizational mental models . A totally wrong organizational mental model would be found in a school board philosophy stating, “There is only one way to manage a school district.” This mental model is wrong because, obviously, there are many different ways to manage a school district.