From this perspective, school organizations are "underorganized systems" (Weick, 1985, p. 106), ambiguous settings that are shaped and reshaped by values and beliefs (see also Cohen, March, & Olsen, 1972). Change occurs in such contexts when organizational members believe, correctly or not, that a change in the environment was caused by their own actions. Although this may be an error, when environments are sufficiently malleable, acting on a mistaken belief can set in motion a sequence of activities that allows people to construct the reality that the belief is true. From the cognitive perspective, confident action based on a presumption of efficacy reinforces beliefs about efficacy contained in the paradigm. For good or ill, things are done in certain ways in ambiguous, underorganized systems because people believe their assumptions and presuppositions. And, because believing is seeing in these settings, things change when these beliefs change (Weick, 1985).