Effective School Management

Consultative decision-taking
This method combines the advantages of obtaining the ideas, suggestions
and commitment of those involved, with vesting decision-taking
responsibility in one person who should be able to assure consistency of
decision-taking and conformity to established guidelines. It combines
motivation with effectiveness.
Codeterminate decision-taking
This approach runs the risk of inconsistency and, while having the virtue of
‘collective responsibility’, it may thereby avoid individual responsibility. It is
the only method available when no one party has clear decision-taking
authority. Negotiation and ‘management by committee’ are forms of
codeterminate decision-taking. Many joint decisions between heads of
department are of this form.
Whatever form of decision-taking is used, the important things are that:
(1) the form of decision-taking should be ‘open’ and clear to all concerned;
(2) it should be consistent with reality; and
(3) the decision-takers should understand and establish the conventions of
the particular form of decision-taking.
If these conditions are not met, we may find ourselves confronted with
situations like these:
(1) A group ‘votes’ for a decision which is unacceptable within the school
context (e.g. too expensive).
(2) A decision-taker who is trying to operate in ‘consultative’ mode comes
under attack because the rest of the group expect that the majority view
should be accepted.
(3) A decision-taker seeks people’s views but ignores all that is said.

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TAKING AND IMPLEMENTING DECISIONS
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(4) Having agreed in a meeting or group to do something, the decision-taker
finds that what has been agreed does not take into account the interests
of some other person, or some other relevant fact.
CONSULTATIVE DECISION-TAKING –
THE ‘MANAGEMENT CONTRACT’
Consultative decision-taking imposes behavioural obligations on both the
decision-taker and those who are invited to participate. There is a ‘contract’ to
observe clear roles and conventions in going through the steps in decision-
taking.
The terms of the contract are as follows:
(1) The decision-taker will share his or her perceptions of the situation and
the criteria.
(2) The other persons involved will ask questions (and give answers) and
put forward perceptions, problems and facts relevant to the situation. At
the ‘alternatives’ step they will contribute proposals for action. (A wise
decision-taker will ensure that these are recorded on a flipchart for all to
see!) There can be some evaluative discussion of the various alternatives.
(3) The decision-taker will listen (i.e. not merely keep quiet), bearing in mind
that his or her job is not primarily to produce the ideas but to use the best
ideas whatever their source. (If one thinks someone else’s idea is nearly
as good as one’s own it is probably better!)
(4) After the meeting (or individual discussion) the decision-taker will decide
after due consideration of the proposals and any other factors. He or she
should then communicate and  explain the decision, being prepared to
answer any questions.
(5) Finally there is an implied contract that, having been given every
opportunity to contribute to the decision, the ‘doers’ will each play their
full part in making it work.
It should be borne in mind that this ‘contract’ between the decision-maker
and the ‘doers’ can easily be broken by either side. Typical breaches of
contract to be avoided are as follows:
(1) The decision-taker suppresses key information or consults only when it
suits his or her purpose.
(2) The ‘doers’ attack and criticize rather than make constructive proposals.
(3) The decision-taker goes on the defensive or feels that it is his or her duty
to have all the ideas. Phrases like ‘Yes I had thought of that but…’ are not
helpful in encouraging people to make suggestions.
(4) The decision-taker does not really listen to the ideas of others but has
clearly made his or her mind up in advance. This is ‘playing’ with people.
(5) The decision-taker unreasonably refuses to explain his or her decision.
(NB (a) The words ‘on principle’ often indicate ‘I have run out of logical

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EFFECTIVE SCHOOL MANAGEMENT
reasons’; (b) to tell someone that you are not prepared to disclose your
reasons implies a parent–child relationship.)
(6) The ‘doers’ do not give their full commitment to implementation.
Managing the process of consultation is not easy. It is a comparatively slow
way of coming to a decision, and it brings with it a perceived risk of early
confrontation. However, it has the following advantages:
(1) People who have been involved will be likely to be more committed to
the decision taken. They will understand it.
(2) You have benefited from the ideas of others before taking the decision
and are therefore less likely to have to back off and lose face because you
failed to take into account some important consideration.
(3) For the above reasons, though decision-taking is slower, implementation
is likely to be much more effective and faster.
Skill in managing the consultative process depends on the following:
(1) Being very clear on the terms of the ‘contract’, making them explicit (‘I
should like your views before I decide what to do about…’ not ‘We have
to decide…’) and carrying them through.
(2) Dealing politely but firmly with ‘breaches’. If discussion starts to become
negative, you should ask very deliberately, and repeatedly if necessary:
‘What do you suggest we do then?’ If people are not implementing a
decision, take them up on it quickly: ‘Is there some problem?’
(3) Refusing to become emotionally ‘hooked’ on attack/defence. If people
shoot at you (‘If you had done what I suggested three months ago’ or
‘The problem started when you…’), lie down till the bullets have passed,
and then come back with a remark such as ‘All that is as may be, but what
do you suggest we do now?’
(4) Asking questions and collecting in ideas rather than making statements.
(5) Practice.
DECISIONS
Involvement
Non-involvement
My idea
‘Not invented here’
‘It will work’
‘I knew it wouldn’t work’