“The typical coupling mechanisms of authority of office and logic of the task do not operate in educational organizations.”

—  Karl E. Weick

Source: 1970s, "Educational organizations as loosely coupled systems," 1976, p. 17

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Karl E. Weick photo
Karl E. Weick30
Organisational psychologist 1936

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“By loose coupling, the author intends to convey the image that coupled events are responsive, but that each event also preserves its own identity and some evidence of its physical or logical separateness. Thus, in the case of an educational organization, it may be the case that the counselor's office is loosely coupled to the principal's office. The image is that the principal and the counselor are somehow attached, but that each retains some identity and separateness and that their attachment may be circumscribed, infrequent, weak in its mutual affects, unimportant, and/or slow to respond.”

Karl E. Weick (1936) Organisational psychologist

Source: 1970s, "Educational organizations as loosely coupled systems," 1976, p. 3

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“Consider, for example, the mechanical precision with which many of our institutions are expected to operate. Organizational life is often routinized with the precision demanded of clockwork. People are frequently expected to arrive at work at a given time, perform a predetermined set of activities, rest at appointed hours, and then resume their tasks until work is over. In many organizations, one shift of workers replaces another in methodical fashion so that work can continue uninterrupted twenty-four hours a day every day of the year. Often, the work is very mechanical and repetitive. Anyone who has observed work in the mass-production factory or in any of the large “office factories” processing paper forms such as insurance claims, tax returns, or bank checks will have noticed the machine-like way in which such organizations operate. They are designed like machines, and their employees are in essence expected to behave as if they were parts of machines.”

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“Formal theories of organization have been taught in management courses for many years, and there is an extensive literature on the subject. The textbook principles of organization — hierarchical structure, authority, unity of command, task specialization, division of staff and line, span of control, equality of responsibility and authority, etc.”

Douglas McGregor (1906–1964) American professor

comprise a logically persuasive set of assumptions which have had a profound influence upon managerial behavior.
Source: The Human Side of Enterprise (1960), p. 15 (p. 21 in 2006 edition)

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