Effective School Management

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Stoll, L. and Myers, K. (eds) (1997) No Quick Fixes: Perspectives on Schools in Difficulty,
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Tannenbaum, R. and Schmidt, W.H. (1958) How to choose a leadership pattern, Harvard
Business Review, Vol. 36, pp. 95–101.
Taylor, F.W. (1947) Principles of Scientific Management, Dover Publications, New York.
Taylor, J. (1984) Bridging the gap: a county council’s approach to the management
development of head teachers, BAClE Journal, March/April, p. 67.
Taylor, M. (1992) Coverdale on Management (2nd edn), Butterworth-Heinemann, Oxford.
Trist, E.L. (1960) Socio-technical Systems, Tavistock Institute of Human Relations, London.
Tuckman, B.W. (1965) Development sequences in small groups, Psychological Bulletin,
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West-Burnham, J. (1977) Managing Quality in Schools, Falmer Press, London.
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Publications Department, Walthamstow.

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INDEX
297
Index
achievement, 31ff.
action diary, 124
adventure activity, 207
advertising, 78
aims, 59, 146, 183, 244
angry parents 222
antecedents of change, 243ff.
application forms, 79
appraisal of staff, 86
Argyris, 151
assertiveness, 16, 128
assessing motivation, 40
assessing pupils, 188
attitudes, 7, 74, 101, 133, 180
attracting staff, 77
autonomy, 244
BAHA, 207
barriers to change, 217, 259
Barrow Community Learning Partnership,
229, 243–4, 249, 255, 260, 263, 267, 269,
273
Bayliss, 177, 260
Beckhard, xiv, 151, 236, 243, 250, 254
Beer, 151
behaviour, 18ff., 133
behavioural analysis, 172
Belbin, xiv, 164, 174
Berne, 133
Blake’s grid, 16, 151
Bolam, 255
boundary management, 148, 222, 262
Bowring-Carr and West-Burnham, 167
Boydell, 130
brainstorming, 63, 185
Brathay Hall, 231, 273
BS 5750, 197
budgeting, 214
Burns and Stalker, 151
bursars, 160, 218
business, see industrial
Butcher, 131
Buzan, 65
Caius Petronius, 235
capability, 264
careers, 179
case studies, 190, 229, 273
CBI task force, 179
change, 5, 186, 237
characteristics of heads, 23
childcare, 186
classical model, 150
clusters of problems, 267
Clutterbuck, see Goldsmith
CNAA, ix, xi, 287
collegiate culture, 246
commitment, 55, 223, 278
community, 229
competence, xi, 69, 118
competition, 101
competitive tendering, 219
conflict, 99ff., 244
consultants, 68, 105, 173, 270, 272
consultation, 203
contingency model, 151, 155
continuous professional development, 86, 93
contractors, 219
core mission, 8, 261
corporate planning, 183
COSHH, 205
cost benefit analysis, 212
courses, xiii, 91
Coverdale training, xiv, 168, 225
criteria, 48, 76, 123, 170
critical skills, 230
Crosby, 194
CSCS, 287
culture, 157, 183
curriculum, 178
development, 185
customer focus, 194
Cyert, 151
Dearing, 177, 180
decision model, 151, 155
decisions, 46, 62, 253

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E F F E C T I V E S C H O O L M A N A G E M E N T
298
delegation, 55
demand/response, 262
Deming, 194
development:
matrix, 164
needs, 91
of competence, 129
of resources, 6
of staff, 86, 91, 129ff.
diary, 124,139
differentiation, 155
dismissal, 93
display screens, 206
dissatisfaction, 29
domains, 262
domino effect, 267
DTEG, 207
dynamic:
conservatism, 233, 238
equilibrium, 265
early years education, 186
economic system, 160
Education Action Zone, 230, 255
Education Reform Act, 177, 239, 258, 287
effectiveness criteria, 76, 123
elements of organizations, 156
emergency procedures, 204
Emery, 151
emotional intelligence, 108
employers, 179, 222
employment:
of staff, 84
protection, 94
enrichment, job, 29
environment, 147, 221, 245
environmental mapping, 262
equal opportunities, 135
equipment appraisal, 213
ethics, 7
evaluation, 49, 212, 284
Everard, xiii, 129, 184, 235, 246
expectations, 195
experiential learning, xiii
external relations, 222
facilitators, 270, 272
failure of change, 239
Fayol, 151
Fielding, 10
financial control, 214
force field analysis, 180, 265
Fullan, 235, 246, 253, 260, 274–5
fund-raising, 218
future scenario, 259
gap theory, 106
Garratt, 148
Glatter, 229
Gleicher formula, 279
GNVQs, xi, 287
goals, 143
Goldsmith and Clutterbuck, 157, 243, 245
governors, 223
Gray, 274
group:
dynamics, 67
performance, 71
training, 92, 168
Hallmarks of good schools, 161
Handy, 158
Harris, 134; see also Beckhard
Harrison, 158
Harvey-Jones, 144, 249, 285
hazard-spotting, 203
HEADLAMP, xiv
health, 199
Her Majesty’s Inspectors, 243, 248
Hersey and Blanchard, 19
Herzberg, 29
hierarchy:
of needs, 26
of objectives, 277
Honey and Mumford, 131
humanistic model, 150
hygiene factors, 29
ICI, ix, 246, 253, 269, 274, 288
ideas, 63, 170
ILEA, 157, 280, 288
implementation:
of change, 5, 235
of decisions, 50
inclusion agenda, 189
induction, 83
industrial:
approaches to change, 235
experience, 158
management, misunderstanding of, x, 9
influencing, 224, 278
information, 63
inspection, 225
instinct, 3
Institute for Outdoor Learning, 221
integration, 4, 155
intergroup competition, 101
interlocking systems, 159
interpersonal skills, 15
interviewing, 80
investing money, 210
involvement, 31
ISO 9000, 197
job:
description, 75
enrichment, 29
reaction questionnaire, 36

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INDEX
299
Johnson and Scholes, 270
Jones, 260
Juran, 194
Kelly, 131
Kepner-Tregoe, 151
Kolb, xiii, 131
Lavelle, 245, 256
Lawrence and Lorsch, 151
leadership, xi, 7, 19, 21, 188, 248
learning:
bridges, x
opinion questionnaire, 36
organizations, 149, 243
styles, 131
theory, xi
legislation, 83–5, 201–2, 206–7, 223, 240, 272
liability, 200–1
Likert, 151
management:
charter initiative, 129
contract, 53
definition, xi, 4
development, xii
of attitudes, 133ff.
of change, 5, 235ff.
of conflict, 99ff.
of curriculum, 178ff.
of health and safety, 199ff.
of inspection, 225
of learning, 131
of meetings, 58ff.
of organization, 4, 143ff.
of performance, 86
of quality, 193ff.
of resources, 6, 209ff.
of risk, 199
of safety, 201
of stress, 125
of time, 60, 124
of yourself, 123ff.
principles questionnaire, 1
qualities, 249ff.
standards, xi, 22, 129
style, 15, 51
Mant, 157f., 245, 249
mapping, environmental, 262
March, 151
Maslow, 26f., 151
Maw, 8, 10
McClelland, 32ff.
McGregor, 28, 151
MCI, xi, 129, 288
meetings, 58ff.
mission, 8, 261
models of organizations, 149ff.
money investment, 210
monitoring change, 284
Mortimore, 223
motivation, 25ff.
Mumford, 131
Myers, 31
Myers-Briggs test, 100, 133
NACETT, 180
National Commission on Education, 243, 248
national curriculum, 178, 188, 191, 236
NAVET, 9
NCSL, xi, 23, 86, 129, 273, 289
needs, 26, 179
NVQs, x, 8, 129, 187, 207, 227, 289
objectives, 143, 172, 175, 277; see also aims
OD, 235, 289
Ofsted, 178, 213, 223, 225–6, 228, 230, 248,
289
OK matrix, 105, 134
organization:
conditions, 243ff.
elements, 156
managing, 6, 143
models, 149ff.
organizational dimension, 144, 164
organizations, 149, 243
Ormston and Shaw, 226
out-of-school activities, 207
parents, 222
Paterson, 151
Pedler, 133
performance:
of groups, 71
of staff, 86
Perrow, 151
personal profile, 76
personality characteristics, 125, 133, 165, 252
persuasion, 52, 224, 280
Peters and Waterman, 25, 144, 156, 158, 243,
245, 249
Pettigrew, 246
philosophy for children, 230
planning, 60, 69, 183, 276
plans for change, 276
Plant, 255
playwork, 186
positive:
and negative management, 136
attitudes, 180
power system, 158, 257, 279
present scenario, 261
priorities, 123, 174, 184
problem:
clustering, 267
solving, 104, 170
process: 244
review, 68, 170

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E F F E C T I V E S C H O O L M A N A G E M E N T
300
project planning, 125
pupil assessment, 188
purpose, see aims
QCA, xi, 187, 193, 289
qualities of managers, 249ff.
quality, 193ff.
questioning technique, 68
Rackham, 172