Effective School Management

Figure 18.1
Commitment chart
Individual
Oppose
Let
Help
Make
Head
O
X
First deputy head
X
O
Union representative
X
O
LEA adviser
XO
X = present position
XO = desired position

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280
EFFECTIVE SCHOOL MANAGEMENT
(3) Problem-solving activities: significant parts of the system are not always
aware that there is a problem. By involving them in trying to identify and
clarify a problem or need, one can increase their appreciation of the
problem and, often, gain their commitment to change.
(4) Educational activities: sometimes a training course or educational event
will provide the kind of awareness and commitment which policy
statements or directives cannot accomplish.
(5) Treating ‘hurting’ systems: one way of moving the process forward is to
begin work with those subsystems that are ‘hurting’. Change is more
likely to occur, and the ‘critical mass’ is more likely to develop, with such
subsystems.
(6) Change the reward system to  value different behaviour: consider both
extrinsic and intrinsic rewards; they need not be financial.
(7) Functioning as a role model: changed behaviour by the leader is sometimes
required in order to get others to change theirs.
(8) Forced collaboration mechanisms: in order to get commitment, it is
sometimes necessary to require people to work together and to take on
certain managerial roles.
(9) Persuasion:  the techniques used by reputable salespeople are worth
considering; these are described on pages 224–5.
The process of selecting a mechanism to involve those whose commitment is
essential is often best helped by analysing the forces that get in the way of
change. Thus if one can find an activity that unfreezes frozen attitudes, one
may be helping the process of creating the conditions necessary for allowing
new attitudes to form, with a consequent increase in energy and commitment.
This is better than forcing the change on those who are resistant to it.
Finally, when it comes down to dealing with particular individuals, you
may have to be ready to spar with the negative thinkers who habitually resist
change. Derek Waters, who trained many ILEA primary-school heads, has a
useful list of common objections (Figure 18.2) which he gets his courses to
role play. There are effective rejoinders to all these snipers’ bullets. Try
thinking of some and keep them up your sleeve!
RESPONSIBILITY CHARTING
In carrying out any plan, or determining how the future state is to be managed,
it is vital to ensure that the key people (or ‘actors’) understand how they are
going to be involved. The allocation of work responsibilities can be assisted
by a technique called ‘responsibility charting’. It aims to clarify role
relationships, as a means of reducing ambiguity, wasted energy and adverse
emotional reactions. The basic process is as follows:

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TRANSITION MANAGEMENT
281
(1)
I can’t see that working with the teachers here.
(2)
I can just hear what our parents would say about that – especially after the
trouble with the mathematics work last summer.
(3)
It won’t work in a large (small … county/voluntary … urban/rural) school.
(4)
I’m sure we haven’t got the space (resources/materials/time) for that.
(5)
You realize the French (Germans) abandoned that idea five years ago?
(6)
How do you think the new governing body are going to react? You remember
what they said about the sex education programme!
(7)
I wouldn’t want the local newspaper to get a hold of this one.
(8)
Isn’t that an untested theory?
(9)
Isn’t that an American idea?
(10)
You’re not putting that idea forward seriously, are you?
(11)
Yes, it does sound as though it would work. But you do realize what it would
do to the language work programme, don’t you?
(12)
Isn’t that the approach they used to advocate that environmental studies should
be tackled back in the sixties?
(13)
I can see it would be a good idea, but why change – for so small a gain?
(14)
It’s a fine plan – but I wonder if it is just a little too advanced for us at this point
in our development?
(15)
We’re different here.
(16)
It sounds like a very fashionable thing to do.
(17)
If it’s so good, why hasn’t someone else tried it?
(18)
From a practical point of view it does seem all right; but what about the wider
implications?
(19)
Hardly what I would call a professional approach to our problems.
(20)
Is this your own idea?
(21)
I’m sorry, but I don’t see the connection with what you are suggesting and
what most of us perceive as our real needs.
(22)
I can think of some much better ways to spend the money.
(23)
Perhaps we ought to wait for a more opportune time.
(24)
With respect, I don’t think you have been here long enough to understand our
set-up and how we prefer to work.
(25)
I hope you don’t expect the infants (juniors) to join in this new scheme.
(26)
We have tried this before.
(27)
The caretaker will have some very definite views about these plans.
(28)
I really can’t keep wasting my time like this.
(29)
Wasn’t that something Keith Joseph tried to introduce?
(30)
Well, we would like to do that, but the Education Reform Act makes it impossible!
(31)
And how are we going to do this with two teachers short in that department?
(32)
What?
(33)
You must have stayed up half the night thinking that one out. (Consider your
reply most carefully, if you actually did stay up half the night.)