Before reconsidering the fourth assumption in terms of the EHA and the REI Proposals, Skrtic introduces a new organizational configuration, the adhocracy. The adhocratic configuration is an innovative, collaborative, problem-solving organization. Skrtic describes that team members within an adhocracy rely on mutual adjustment, a process of working together to continuously invent and revise solutions to problems within the organization. This collaboration and mutual adjustment brings about a “discursive coupling arrangement that is premised on reflective thought, and thus on the unification of theory and practice in the team of workers (Burns & Stalker, 1966)” (p. 230). Finally, in terms of accountability, there is a shared sense of interest and purpose among members of an adhocracy as members work together toward a common goal. Skrtic contrasts the adhocracy with the professional bureaucracy. When a problem arises, he states that the adhocracy “engages in creative effort to find a novel solution,” while the professional  bureaucracy “pigeonholes it into a known contingency to which it can apply a standard program” (p. 231).

Skrtic then moves on to analyze the EHA from an organizational perspective. He asserts, “The basic problem with the EHA is that it attempts to force an adhocratic value orientation on a professional bureaucracy by treating it as if it were a machine bureaucracy ” (p. 231). The goals of EHA are adhocratic: the law seeks to promote collaboration and problem-solving between educators and parents in order to support students’ needs.  However, this goal is completely inconsistent with the orientation of the professional bureaucracy, where educators work in isolation. From a cultural perspective, this contradiction results in resistance (thus, undermining collaboration) and increases the established patterns and routines of the organization (thus, reinforcing the prevailing paradigm). From a structural perspective, the EHA's means are fully in line with the orientation of the machine bureaucracy structure since the law "extends and elaborates the existing rationalization and formalization in schools" (p. 231).