Self-Organised Schools

Abstract

his chapter introduces the reader to the theory of self-organization in organizations, its characteristics, the perspectives and the possible questions it may imply. Intentionally, it does not refer to the peculiarity of schools, to which the following chapter is dedicated. In particular, it examines the great importance that self-organization plays in the processes of change in organizations. Two relevant experiences are analyzed: Jesuit self-leadership and self-activation in Toyota. Later, the chapter focuses on the organizational capabilities that allow self-organization: interconnection, redundancy, sharing, restructuring. The authors, therefore, answer questions such as: is hierarchy inevitable? Can focused organizations be self-organizations? Can self-organization be planned? The authors conclude by asserting that hierarchy and self-organization are not antithetical, but coexist in the time and space of organizations. The reader may also gain from an analysis of the styles of leadership (laissez-faire, command, conduction, construction) in terms of the role of the leader (active or passive), effectiveness of leadership (present or absent), style of government (absent government, control, supervision); organization (one mind or multiple minds).