nization management (Chapter 4) is linked with the vagaries of personal power and effective leadership action (Chapter 6). The authors devote significant space to the background in which their ideas about management effectiveness in the educational setting have evolved. They use the term "theory movement" to characterize that background, but they also appear to rely on it. Their point of departure is the emergence of organizational theory as it grew out of the "scientific management" ideas (p. 77) of such business-management practitioners as Frederick Taylor, who wanted to eliminate uncertainty and chaos in the workplace (p. 79). Meanwhile, of course, Max Weber (p. 80) was analyzing the perils of the bureaucratic mind-set, which more or less presented the other side of the same coin. More recently, Peter Senge (p. 120--Chapter 5) has identified the benefits of a so-called "learning organization" (p. 88), where
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