Effective School Management

Scoring the questionnaire
When you have completed the questionnaire, transfer each of your scores to
the appropriate column below:
Avoiding
Smoothing
Fighting
Compromising
Problem-solving
Question Score
Question Score
Question Score
Question Score
Question Score
3
2
1
6
8
4
7
5
13
10
17
12
9
16
11
19
18
14
24
15
23
22
21
25
20
Total
Total
Total
Total
Total
Interpreting your score
You now have a score for five different behaviours or orientations which are
among those listed in Figure 7.2. They are set out below and correspond to
the management style diagram in Figure 2.2.
As with management style, and as we have indicated in this chapter, we
should have an underlying high concern for both relationships and results
(problem-solving). Have I really ‘won’ if I have sown the seeds of vengeance
in my opponent? Has a conflict that I have smoothed over or avoided really
gone away? Do I feel satisfied with the outcome?

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MANAGING CONFLICT
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However, there are occasions on which it may be appropriate to adopt
different behaviours and some guidelines on these occasions are set out below.
Avoiding
This involves side-stepping conflict, postponing confrontation, hoping the
problem will go away or pretending it does not exist. It usually imposes stress
on all concerned, causes communication problems and means that decisions
are made by default. However, it has a positive use where
(1) the issue is a ‘storm in a teacup’ and will pass away of its own accord;
(2) you have no power to achieve a solution, or the potential damage of
confrontation outweighs the benefits of the solution;
(3) time is needed for cooling off or to gather information; and
(4) others are better equipped to solve the problem than you are and you
expect that they will step in.
Fighting
This may mean standing up for what you believe to be right or simply trying
to score a personal victory. It involves bringing emotional, intellectual,
hierarchical or any other form of power to bear in order to get your own way
and implies a lack of respect for other people’s interests. It often breeds
resentment, ‘back-stabbing’ and deviousness or, if your opponent is of equal
status, a ‘shouting match’. It can, however, be used to good effect where
(1) there is an emergency calling for quick, decisive action;
(2) unpopular actions have to be enforced; and
(3) you know that you are right and the other party is not prepared to listen
to reason or will take advantage of any attempt to compromise or
problem-solve.
Smoothing
This approach is unassertive and co-operative. It puts the interests of others
first. Overuse of this approach can cause other people to lose respect for you
and your opinions, to ride roughshod over you, and discipline may become
lax. However, the approach is appropriate where
HIGH
Smoothing
Problem-solving
Compromising
Concern for relationships
Avoiding
Fighting
LOW
Concern for results
HIGH

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112
EFFECTIVE SCHOOL MANAGEMENT
(1) you realize that you are in the wrong;
(2) others are reticent to put forward their ideas and you wish to show that
you respect their views and wish to hear them; and
(3) the issue is very important to the other person and you wish to build up
credit.
Compromising
Those who compromise seek expedient, quick solutions that satisfy both
parties. Focus is often less on the quality of the solution or on finding a creative
solution than on finding middle ground. A compromise culture leads to
‘wheeling and dealing’ that may be at the expense of principles and values.
However, compromise can be used where
(1) two opponents of equal power are committed to mutually exclusive
goals;
(2) the issues are moderately important but there is no time to go into
problem-solving mode. Often compromise can be used as a temporary
expedient; and
(3) the conflict centres on a false dichotomy, an example of which is given on
page 16; can a polarized relationship be transformed into an orthogonal
relationship?
Problem-solving
This involves working with the other party or parties to try to find a solution
which goes as far as is possible towards mutual satisfaction. It involves
thoroughly exploring each other’s interests and concerns and looking for
creative alternative courses of action. The difficulty is that this takes time and
energy and may be an excuse for postponing decisions which need to be taken.
Problem-solving should be used when
(1) issues are too important to be compromised;
(2) long-standing conflict needs to be resolved;
(3) high commitment and understanding are important; and
(4) the quality of the decision is important and all possible insights,
perspectives and ideas need to be taken into account so as to produce and
test creative solutions.