Effective School Management

Checklist
Under each of the headings below are listed five alternative ways in which a
work group may operate. All or most of the statements have probably been
true of your own work group to some degree at some time.
Under each heading rank the statements in order (1 = ‘best’, 5 = ‘worst’)
according to how well they describe the situation
(1) in your own work group (i.e. the group to be reviewed at the meeting);
and
(2) which should ideally obtain in your work group.
Actual
Ideal
ranking  ranking
Notes
1. Decision-taking: Decisions which affect the
group as a whole are
(a) taken by the head/department head;
(b) allowed to drift;
(c) thoroughly thrashed out in the group
under the head/departmental head
leadership;
(d) left to members of the group. The
head/departmental head ‘falls into
line’; and
(e) usually based on compromise or
established precedent.
2. Communication
(a) The work of the group is hampered or
effort wasted through serious lack of
communication.
(b) Too much time is spent in exchanging
irrelevant information. There is too
much ‘gossip’ and not enough action.
(c) Most communication is ‘vertical’, e.g.
between the head/departmental head
and individual subordinates.
(d) Most communication is ‘horizontal’.
Subordinates exchange information
and ideas but there is an absence of
upward and downward interchange.
(e) There is a steady exchange of relevant
ideas, information and problems
among all members of the work group.

---

118
EFFECTIVE SCHOOL MANAGEMENT
3. New ideas
(a) The group’s main aim is to maintain
the ‘status quo’. Crises are dealt with as
they arise.
(b) The group constantly takes up new ideas,
but it fails to carry them through.
(c) Individuals who come up with new ideas
or show initiative are ‘left to get on with it’.
(d) All members of the group are
constantly on the lookout for possible
improvements and long-term solutions
to problems. After careful evaluation these
are systematically implemented with the
active co-operation of the whole group.
(e) Initiative or impetus comes from above or
outside the group. The group responds.
4. Relationships with other groups
(a) The group resents intrusions, advice
or criticism from the outside. Group
members staunchly defend group ideas,
action and policies.
(b) There is a free exchange of information,
ideas and help with those outside the
group and with other groups.
Competition with other groups is
never detrimental to the effectiveness of
the total organization. Responsibility for
action is accepted by all.
(c) Some members of the group are apt to
dissociate themselves from group actions
when dealing with others outside the group.
(d) Efficiency is hampered by destructive
competitiveness and lack of co-operation
between this group and certain others.
(e) The status of the work group is more
important than the well-being of the
organization.
5. Review
(a) The group seldom examines the way
in which it has operated. Patterns of
work are either established or establish
themselves.
(b) Some group members discuss among
themselves shortcomings in the group’s
Actual
Ideal
ranking  ranking
Notes

---

MANAGING CONFLICT
119
operations and relationships with other
groups but are afraid of hurting feelings
or causing upheaval by bringing
these shortcomings into the open.
(c) There is a ‘shake-up’ from time to time,
especially when there has been a
clear case of inefficiency.
(d) The workings of the group are
examined frequently and frankly; all
members seek ways of improving efficiency.
The group learns from experience.
(e) The group usually manages to blame
some other department for any failures.
It is content that it has played its
own part satisfactorily.
6. Objectives
(a) Group objectives and each person’s role
are regularly examined and realistic
targets are set to which all feel
committed. Objectives are updated as
circumstances change.
(b) While individuals are concerned for
their own objectives, there is little
concern for group objectives. Objectives
encourage competition rather than
co-operation.
(c) Objectives either are not set, are ignored
or are so easily attainable as to have no
real value in improving performance or
targeting effort.
(d) As reports and salary increases depend
largely on achievement of fixed, annual
objectives, these are pursued irrespective
of changing conditions or long-term
considerations.
(e) Effort and time are devoted to trivialities
which contribute little to the fulfilment
of the team’s most vital functions.
7. Planning
(a) Many plans are made but few are
executed.
(b) After careful consideration of
circumstances, plans are made to
which the group feels committed
Actual
Ideal
ranking  ranking
Notes

---

120
EFFECTIVE SCHOOL MANAGEMENT
and which enable work and development
to proceed in a timely and
systematic fashion.
(c) Plans are imposed and must be strictly
adhered to.
(d) Panics are frequent through lack of
adequate planning.
(e) Work follows an established pattern.
8. Commitment
(a) All members of the group feel
personally committed to achieving
the highest possible standard of
performance.
(b) There is more group loyalty than job
commitment.
(c) People do only as much as is required.
(d) The head/departmental head drives the
group hard.
(e) Members of the group are anxious to
avoid any criticisms of their operation.
9. Responsibility
(a) Responsibilities are clearly defined,
are logical and are accompanied
by the appropriate authority to take
decisions.
(b) Many decisions which should be
taken by an individual are referred
to a group or to a higher level than
necessary.
(c) Too many decisions which should
be taken as a group are taken by
individuals without adequate
consultation.
(d) Responsibility and authority are far
from clear.
(e) Responsibilities have become
established in a pattern which is not
the most effective.
10. Use of resources
(a) Financial and other resources are
allocated to group members in
accordance with a well established
pattern. They deploy these resources
as they think fit.
Actual
Ideal
ranking  ranking
Notes

---

MANAGING CONFLICT
121
(b) In some areas money has to be ‘used
up’ while in others it is sadly lacking.
(c) Resource allocation is too flexible and
money is made available to those areas
in which the group agrees that it can be
of most benefit to the total system.
(d) Resource allocation is a matter of great
controversy. Individuals each bid for as
much as can be got irrespective of the
needs of others.
(e) Many ventures are undertaken without
full consideration of the financial
implications.