Discuss Follett's concept of authority and how it contrasts with Weber...
Follett's Concept of Authority
Follett introduces a more dynamic and relational understanding of authority, emphasizing collaboration and shared power. Her concept revolves around the following key points:
- Authority as a Function of Relationships: Follett views authority not as a static attribute of a position but as a product of interpersonal relationships and group dynamics. Authority emerges through cooperation and collective engagement.
- Participative Leadership: She advocates for participative leadership, where leaders foster an environment that encourages contributions from all members, thereby creating a sense of ownership and accountability.
- Unity of Direction: Follett emphasizes the importance of a common goal, where authority is exercised in alignment with the group's objectives, leading to a more cohesive organizational structure.
Weber's Bureaucratic Authority
In contrast, Weber's concept of bureaucratic authority is characterized by a structured, hierarchical organization. Key aspects include:
- Rational-Legal Authority: Weber defines authority through a system of rules and regulations. Authority is derived from established laws, and individuals hold power based on their position within the bureaucratic framework.
- Hierarchical Structure: Bureaucracy is marked by a clear chain of command. Each level in the hierarchy has defined roles and responsibilities, limiting the flexibility and adaptability that Follett advocates.
- Impersonality: Weber's model emphasizes impersonal relationships, where decisions are made based on rules rather than personal connections. This can lead to rigidity and resistance to change.
Conclusion
In summary, Follett's concept of authority is grounded in collaboration and shared power, contrasting sharply with Weber's bureaucratic authority, which is based on hierarchy and established rules. While Follett promotes adaptability and participation, Weber's model emphasizes stability and predictability.
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