Professional Documents
Culture Documents
5 management at
Multiple Levels
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain the application of strategic management at the school level;
2. Discuss the activities involved in self-management at the school,
group, and individual levels;
3. Evaluate the readiness of schools to undertake self-management;
and
4. Explain the relationship of self-management to school effectiveness.
INTRODUCTION
In Topic 4, we introduced you to the basic tenets of school-based management.
Can you recall some of the characteristics of school-based management? Then,
you will also remember that the advantage of school-based management is that it
provides the right conditions for schools to plan and develop strategies for
dynamic effectiveness in all aspects of the school operations.
ACTIVITY 5.1
1. Do you think that self-management occurs at different levels in a
school environment? Explain.
Before you come to your own conclusions about how school-based management
affects educational outcomes, let us look at some of the views in the next few
subtopics presented by researchers in this field.
(b) Other researchers feel that there is no empirical evidence that positively
links school-based management to student outcomes. In fact, some writers
found increased levels of anxiety and workload in self-managed schools
(Arnott, Bullock and Thomas, 1992; Cheng, 1992; Malen, Ogawa and Kranz,
1990, Mitchell, 1991 cited in Cheng, 1996).
ACTIVITY 5.2
If you were a school leader, would you encourage the school personnel
to participate in decision making at the school level? Why?
One way schools can achieve these aims is by practising strategic management.
This is a process that keeps schools aligned with its environment, helps schools to
improve their performance, to achieve their objectives, and to continuously grow.
ACTIVITY 5.3
The way strategies are created, developed and implemented may differ
according to the functions and needs of an organisation. Therefore, there are
many different models or frameworks of the strategic management process.
These are based on leadership style and the experiences that a particular
organisation has had in creating strategies that work effectively. However, we
must keep in mind that every model or framework has its benefits and
drawbacks. It is up to the organisation to choose a model or framework that best
fits its goals. Now let us take a closer look at one of the models of the strategic
management process. Figure 5.3 lays out the fundamentals of DavidÊs Model of
the Strategic Management Process.
This model or framework shows all the major steps that need to be taken during
the process, and also indicates that the process is a continuous activity. If you
look closely, you will see that the arrows show a two way process, which means
an organisation may go a step or two back during the process. This means, if the
leader realises that one of the strategies chosen is not suitable, he or she can go
back to that point and make changes, instead of completing the process and then
starting all over again from the beginning.
The drawback is that it does not clearly differentiate the strategy evaluation and
the strategy monitoring stage, which may cause some confusion. Besides that,
this model places emphasis on the strategy formulation stage.
David (2009) has proposed the following stages in the strategic management
process (as shown in Figure 5.4):
You must also remember that a self-managed school (Caldwell and Spinks, 1998)
has certain characteristics. This can be seen in Figure 5.6:
In the last subtopic, we discussed the strategic management process and its
components in a general manner. Now we will look at the relationship between
the strategic management process and self-management at the school level.
Now let us discuss each of the five stages in ChengÊs (1996) framework, and see
how these stages can collectively help to improve school performance and help
the school to achieve its goals (as depicted in Figure 5.8):
The five stages in the strategic management process are ordered in a particular
sequence, and each stage provides the base for the next stage of the process.
Within the school context, Cheng (1996) refers to strategic management as „self-
propelling and cyclic in nature‰, and this allows schools to adapt to the dynamic
internal and external environments more effectively. He summarises the major
characteristics of this cycle in Table 5.1.
ACTIVITY 5.4
Do you think every school has the potential to effectively practise self-
management?
Stages of
Process at the School Level Process at the Group Level
Self-management
Environmental Reflects on the schoolÊs Reflects on the groupÊs
Analysis internal and external internal and external
environment crucial to its environment crucial to its
existence. existence.
Focuses on its strength, Focuses on its strength and
weakness, opportunities, weakness, opportunities,
and threats as a school. and threats as a group
Planning and Develops school mission, Develops groupÊs direction
Structuring policies and action plans. and action plans consistent
Negotiation and with the schoolÊs mission
compromise in decision. and policies.
Focuses on structural issues Negotiation and
such as organisational compromise in decision.
structure, budgeting, and Focuses on issues like work
allocation of resources. designs, relationship
delineation, and
communication flows.
Staffing and Recruitment and Deployment of members.
Directing deployment of staff. Focuses on professional
Focuses on human resource development of members
aspects of management such and group learning.
as staff development and
delegation.
The group self-management also goes through the five stages of the strategic
management process. After reflecting on the results of the environmental
analysis in the self-management cycle, the self-managing group plans its course
of action. It develops its mission and goals which are aligned with the goals of
the school, plans activities and determines group dynamics. This is followed by
staffing which is carried out based on the available manpower. The emphasis
during the implementation stage is on ensuring the effectiveness of educational
programmes, which are monitored and evaluated based on predetermined
quality standards.
Figure 5.11: School managementÊs roles in making the group self-management processes
effective
Source: Cheng (1996)
At the planning and structuring stage, individuals reflect on their own direction
and course of action, within the framework of the group and school policies.
They create their own work schedules and procedures, and establish good
rapport with their colleagues, students, parents, and the community. The
individuals then make the necessary preparations to accomplish their tasks.
Individuals also focus on their own professional development to ensure they
are well equipped with the competencies needed to face the challenges of the
external environment. Self-managing staff also use reward and punishment to
motivate themselves in the process.
You may refer to Table 5.1 for the main characteristics of individual self-
management. The benefit of the self-management cycle is that it allows
individuals to identify their strengths and limitations, and make the necessary
adjustments to ensure they carry out the tasks given effectively. The individual
staff members play an important role in ensuring the success of the work group
and the entire school in general. Therefore, individual self-management is the
basis for self-management at the group level.
In other words, „each stage of the self-management cycle at an upper level has
downward influences on a lower level cycle‰ (Cheng, 1996). However, we need
to bear in mind that the influence does not only happen downward, as an
upward influence is also possible. Therefore, efforts to achieve effective school-
based management must be supported by a certain degree of consistency among
the different levels of self-management in school.
ACTIVITY 5.5
Do you think every school has the potential to effectively practise self-
management? Discuss with your coursemates.
The prerequisites at school level must be met to ensure effective group and
individual level self-management. This is important because self-management at
the group or individual levels will become less effective, if the school fails to
meet any of the conditions that facilitate self-management.
ACTIVITY 5.6
Can you identify common features between each model of school
effectiveness and the self-management process? What is your opinion
on the models of effectiveness and the self-management mechanism
complementing each other?
Figure 5.13: How self-management adds value to each model of school effectiveness
Let us now examine how self-management adds value to each model of school
effectiveness.
At this point, we can conclude that the underlying principles of all the models of
school effectiveness are reflected in the self-management process. As a result, if
all the necessary conditions are met at all the different levels, self-management
can definitely be used as a mechanism to increase school effectiveness.
SELF-CHECK 5.1
1. Explain the strategic management process within the environment
of a self-managed school.
Indiv
vidual self-m
management can be deteermined by following the
t self-
manaagement proccess at school and group leevels.
Effecctive self-ma
anagement does
d not naaturally happ pen in any
y school
envirronment. It on
nly happens when certain
n conditions are
a met by thee school,
and these cond ditions makee it possiblle for self-m managementt to be
implemented at alll levels.
Cyclic process
p Multi-level persp
pective
Environ
nmental analy
ysis Plan
nning and Strructuring
Group self-managem
s ment Selff-managemen
nt
Implem
menting Selff-managing scchool
Individ
dual self-mana
agement Stafffing and direecting
Monitoring and evalluation Straategic manageement
Caldwell, B. J. (2003
3). A theory of learning in the self-m managing scchool. In
Volansky, A., & Friedman n, I. (Eds). School-baseed managem ment: an
inte
ternational peerspective. Israel: Ministry of Education
n.
Thompson, J., & Martin, F. (2010). Strategic Management: awareness and change.
UK: Cengage Learning EMEA.