Effective School Management

PART III
MANAGING CHANGE
15
CHANGE DESCRIBED
235
• The nature of change • Appreciating the complexity of change
• 
Why plans for implementing change fail • Discussion topics
• Further reading
16
ANTECEDENTS OF SUCCESSFUL CHANGE
243
• Organizational conditions conducive to successful change
• Managerial qualities needed to handle change • Discussion
topics • Further reading
17
A SYSTEMATIC APPROACH TO CHANGE
253
• Introduction to the approach • Assessing the soundness of a
proposed change • The reconnaissance • Describing the future
• Describing the present • Readiness and capability • Force-field
analysis • Problems to be tackled • Resources for change
• Discussion topics • Further reading
18
TRANSITION MANAGEMENT
271
• Transition management structure • Tasks for the transition
management • Developing a plan • Hierarchy of objectives
• Gaining commitment • Responsibility charting • Monitoring
and evaluating change • Discussion topic • Further reading
Glossary
287
Useful Websites
291
References and Further Reading
292
Index of Subjects
297

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CONTENTS
ix
Preface
Improving the effectiveness of school management remains one of our
fundamental concerns.
(School Teachers Review Body, 1995, para. 134)
The main purpose of this book is to help teachers with senior management
responsibilities, and the schools and colleges that they work in, to become
more effective. It is not a book by academics for other academics, but by
practitioners for practitioners. Practitioners of what? Ian Wilson is a practising
head and the two original authors, Bertie Everard and Geoffrey Morris, have
both been senior managers in industry, and we have spent much of our careers
helping others, both in industry and education, to learn to become more
effective managers, as well as improving the effectiveness of organizations –
commercial, industrial, educational and church. So it is not only in the practice
of management and the workings of organizations that we claim some
expertise but also in the methods by which both can be improved.
Of the two original authors, one of us (Morris), having taught and
managed in schools and in Unilever, is managing director of a European
management consultancy which has played a strong role in developing
school management training since 1971; the other (Everard) has been
education and training manager of ICI, and since 1982 has trained over 1,000
school heads in management, mostly as a visiting fellow at the University of
London Institute of Education. We think this makes our book unique,
because there are so few people who have had enough management
responsibility and training experience both in school and in industry to
bridge the cultural and terminological gap fully. We both became involved,
through the former CNAA Education Organization and Management Board
in validating award-bearing courses in education management, and have
both taught on such courses. So we have a foot in the academic world and are
broadly familiar with what is taught in higher education about management,
and with the value system that pervades such educational institutions.
Those, then, are our credentials.
Naturally these experiences have shaped our outlook on school and
college management and leadership. They have convinced us of the value of

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x
EFFECTIVE SCHOOL MANAGEMENT
building  ‘learning bridges’ between educational and non-educational (but