Theory X and Theory Y

Theory X-Theory Y by Douglas McGregor describes how the traditional organization (e.g. schools) - with its centralized decision making, hierarchical pyramid, and external control of work - is based on certain assumptions about human nature and human motivation. These assumptions, called Theory X by McGregor, state that most people prefer to be directed, are not interested in assuming responsibility, and want safety above all. Accompanying this philosophy is the belief that people are motivated by money, fringe benefits, and the threat of punishment.

Teachers who accept Theory X assumptions attempt to structure, control, and closely supervise their students. These teachers feel that external control is clearly appropriate for dealing with unreliable and irresponsible children.

After describing Theory X, McGregor questioned whether this view of human nature is correct. Drawing heavily on Maslow's hierarchy of needs, McGregor concluded that Theory X assumptions about human nature, when universally applied, are often inaccurate and that motivational approaches based on it often fail to motivate many individuals.

McGregor felt that management needed practices based on a more accurate understanding of human nature and motivation. As a result, he developed an alternative theory of human behavior called Theory Y. This theory assumes that people are not, by nature, lazy and unreliable. It suggests that people can be basically self-directed and creative at work if properly motivated. Theory Y goes on to state that properly motivated people can achieve their own goals best by properly directing their own efforts toward accomplishing organizational goals.

This chart identifies key assumptions of Theory X - Theory Y:

Theory X

1. Work is inherently distasteful to most people.
2. Most people are not ambitious, have little desire for responsibility, and prefer to be directed.
3. Most people have little capacity for creativity in solving organizational problems.
4. Motivation occurs only at the physiological and security levels.
5. Most people must be closely controlled and often coerced to achieve organizational objectives.

Theory Y

1. Work is as natural as play, if the conditions are favorable.
2. Self-control is often indispensable in achieving organizational goals
3. The capacity for creativity in solving organizational problems is widely distributed in the population.
4. Motivation occurs at the social, esteem, and self-actualization levels, as well as at the physiological and security levels.
5. People can be self-directed and creative at work if properly motivated.

When showing this list to teachers in our training sessions, teachers almost universally state they support - and practice Theory Y. We have trained teachers to be repelled by Theory X, at least publicly. In the privacy of their own classrooms (or for that matter, many coaches on the athletic fields), many teachers engage in practices which would indicate a strong belief in the assumptions of Theory X.

There is no one right way to be all the time. We have all had students who fit Theory X, and other who fit Theory Y. Theory X and Theory Y are attitudes, or predispositions, toward people. Thus, although the "best" assumptions for a teacher to have may be Theory Y, it may not be appropriate to behave consistently with those assumptions all the time. Teachers and coaches may have Theory Y assumptions about human nature, but they may find it necessary to behave in a very directive, controlling manner (as if they had Theory X assumptions) with some people in the short run to help them "grow up" in a developmental sense, until they are truly Theory Y-acting people.

The key is to be purposeful, reflective, metacognitive . . . don't say you are being highly directive because the child "needs it," when in reality it is the teacher who finds it more comfortable to be that way. Always keep the goal in mind . . . do you want to control or help the child grow - and what is the best way to accomplish that goal.

Human Skills continued . . . Motivation and Behavior

Behavior is basically goal-oriented. In other words, our behavior is generally motivated by a desire to attain some specific result. The goal is not always consciously known by the individual. This is a good reason to avoid asking the misbehaving student, "Why did you do that?" The student may not be aware of the goal.

The basic unit of behavior is an activity. All behavior is a series of activities. People differ not only in their ability to do, but also in their will to do, or motivation. Motives can be thought of as needs, wants, drives, or impulses. Motives are directed toward goals, which may be conscious or subconscious. Motives (needs) are the chief power behind of actions. To predict behavior, leaders/teachers must know which motives or needs of people evoke a certain action at a particular time.

A motive tends to decrease in strength if it is either satisfied or block from satisfaction. If people continue to strive for something without success, they may substitute goals that can satisfy the need. A child has the need to be noticed and get attention. Being able to gain the teacher's attention through stellar schoolwork proves to be repeatedly outside his or her grasp. However, the child notices that when disruptive, he or she receives significant attention from the teacher. A course of future actions by the student, even if not consciously, becomes very apparent.

Having a good understanding of motivation and how it drives actions/behaviors is critical for an effective teacher/leader. Without this fundamental piece, the potential success for a learner-centered classroom is dubious at best.

Human Skills pt. 1

To review from blog post of 6-4-2013, the three ingredients for effective leadership are: 1) technical skills, 2) human skills, and 3) conceptual skills. Having previous looked at some examples of technical skills, let's turn our attention to human skills.

Human skills involves the ability and judgment in working with and through people, including an understanding of motivation and an application of effective leadership. There are three components to this:

1. understanding behavior
2. predicting behavior
3. directing, changing, and controlling behavior

Understanding behavior refers to why people behave as they do and what motivates people. In both popular and scholarly books, there are literally hundreds of different classifications that are useful in communicating the patterns of behavior that describe individuals and groups interacting with other people. All can be useful to some degree. We will begin by looking at motivation and behavior.

Technical Skill pt. 2: Moodle

Moodle (Modular Object-Oriented Dynamic Learning Environment) is a free source e-learning software platform, also known as a Learning Management System, or Virtual Learning Environment (VLE). I have a moodle page for my class. It is an integral part of what we do for a variety of reasons. My students use my moodle page for a variety of purposes:

• Take tests
• Post assignments
• Watch videos
• Post to forums
• Access assignments
• Review goals and objectives
• Track their own learning
• View relevant websites
• View class "Big Shows"
• Access podcasts I have created which supplement assignments and big ideas

My students do this work daily and in significant numbers. For example, in the first six weeks of the 2012-2013 school year, my page had over 16,000 uses by 157 students. During that time, students visited my page as early as 4:30am and as late as 1:04am.

Along with the the various Google apps we use and our Wikispaces for specific unit, moodle allows me to utilize a Web 2.0 approach with students - they are not just accessing information but also creating and interacting with it.

This internet piece is vital for differentiation in a learner-centered classroom. It allows for students to access information at times of their choosing, times convenient for them. Students who may not be as willing to share in a traditional classroom setting are often significant contributors online. Additionally, it gives one more way to reach students of all levels and let them show what they know.

The Capacity Matrix continued . . .

To create a capacity matrix, begin by stating the desired aim or intended result. This is the overall capacity to be understood. For example, writing a persuasive essay or how was our government created. Next, list the major components or capacities of the expected aim. Break each of the capacities into smaller components - these are the details to be learned. Work the groupings of the capacities until you are satisfied with their relationship to the overall focus. Using a spreadsheet application like Excel will help you create the capacity matrix more easily.

Below is an example of a capacity matrix for one of the units of study in my class. This shows one f the Big Ideas and its break down for our Creating a Government Unit

Across the top are the levels of understanding that the students use in charting their progress. You should operational define each level with the learners when introducing this tool. The learner shades in the appropriate box as he or she increases his or her level of understanding. The categories on I use are: "I know this," "I can do this on my own," "I can teach this to others," "I can apply this in new ways." Students really need to be, at least, to the "I can teach this to others" level for each piece on the capacity matrix before they attempt the unit assessment. Across the rest of the matrix I have listed the relevant page numbers from our class textbook for each capacity breakdown, what class assignments go with each capacity breakdown (we do NOT give any assignment that is not clearly related to the capacity matrix), for which topic will there be an in-class "workshop" or "Big Shows" (more on that later) and what videos are available online for my students to view from our class moodle page.

A capacity matrix should be designed to meet the needs of a specific area. Copying a capacity matrix from another teacher can create confusion for your students. The best course is to construct your own for the specific needs of the specific group of learners you have.

Effective Leadership Skills - Technical Skill pt. 1: The Capacity Matrix

Technical skill (see blog post from 6-4-13) is defined as the ability to use knowledge, methods, techniques, and equipment necessary for the performance of specific tasks. Let us spend some time looking at some of the methods, techniques, and tools I use in my differentiated classroom.

We will begin with the capacity matrix.

The capacity matrix is a charting technique used to break down topic areas into steps for achieving a specific result. It identifies tasks, knowledge levels, and understanding of the topic area. The capacity matrix is used when there is a need to analyze large seemingly insurmountable projects or concepts. In my class there is a capacity unit for each unit of study, also for large complicated skills like "writing a strong essay."

The capacity matrix gives each person the expected direction or result and helps eliminate the question: "What are we going to do today?" The capacity matrix is not an evaluation tool, it is an aim-setting tool for the student. It shows the relationship between learning components. It also serves as a record of what has been studied. I never use the capacity matrix to grade the student, they use it to evaluate their own level of learning. Proper use of the capacity matrix tells the student exactly when they have adequately  learned the material.

Ingredients for Effective Leadership

At least three areas of skill are necessary for effective leadership:

1. Human skill - ability and judgment in working with and through people, including an understanding of motivation and an application of effective leadership
2. Technical skill - ability to use knowledge, methods, techniques, and equipment necessary for the performance of specific tasks
3. Conceptual skill - ability to understand the complexities of the overall organization or system and where one's own operation fits within that system 

Let us first consider human skill.

We operate under the premise that human skill development is critical for effective leadership. This skill development involves three areas: understanding behavior, predicting behavior, and changing behavior.

Understanding behavior involves an understanding of why people behave as they do. Effective leaders/teachers need to know what motivates their students and what produces the patterns of behavior that are characteristics of individuals or groups.

Understanding past behavior is important in providing a framework for predicting behavior. Understanding why a student did what they did yesterday enables a teacher to predict how they are likely to behave tomorrow under similar conditions.

These first two areas (understanding and predicting) are passive, they do not require actions involving other people. The key to obtaining results is developing the skills needed to direct and change behavior. When you accept the role of leader/teacher, you accept along with it the responsibility of having an impact on the behavior of other people - influencing the behavior of others toward achieving results. As we say in coaching, if your players are doing something you don't like, you are either coaching it or allowing it to happen. If you are not actively leading, guiding, working with a plan to improve your students, you are allowing inappropriate or ineffective behaviors to take place . . . unless of course you are actually teaching the inappropriate or ineffective behaviors.