Transcript Chapter 10 Shared Decision Making

Chapter 10 Shared
Decision Making:
Empowering Teachers
Presented by Lynn
Clausen, Maura Rae, &
Julie Ebert
12/2/09
Let’s start with a video…
Vroom Model of Shared
Decision Making
Enhancing Quality &
Acceptance of Decisions
Constraints on Decision Making
Decision Making Styles
Enhancing the Quality
of Decisions
Quality Rule
Leader Information Rule
Trust Rule
Problem Structure Rule
Enhancing Acceptance of
Decisions
 Acceptance Rule
 Subordinate/Conflict Rule
 Subordinate Commitment Rule
 Subordinate Information Rule
Constraints on Decision
Making
The Time Constraint
(Motivation/Time)
The Development Constraint
(Motivation/Development)
Decision Making Styles
Autocratic
Informed Autocratic
Individual Consultative
Group Consultative
Group Agreement
Decision Making Trees
See pages 360 and 361
Jargon filled Flowcharts used to
help determine teacher
involvement in decision making
Decision tree for Group Decision
Making for Teacher Development
Decision Tree for Decision making
under time pressure
Hoy Tarter Research on
Decision Making
Research shows that the
effectiveness of teacher
participation depends upon the
problem and the situation.
The roles and functions of both
teachers and administrators in
decision making need to be varied
according to the nature of the
problem.
Pros of Teacher Involvement
in Shared Decision Making
Important factor for teacher
morale
Participation in the process is
positively related to the teacher’s
satisfaction with the profession.
Teachers prefer principals who
involve them in decision making.
Cons of Teacher
Involvement in Shared
Decision Making
Decisions fail because of poor
quality of decisions or the process.
Decisions fail because subordinates
don’t accept the final outcome.
Teachers neither expect nor want
to be involved in every decision.
Critical Questions About
Involving Teachers
Under what conditions?
To what extent?
How should teachers be involved?
What is the administrator’s role in
the process?
Hoy Tarter Model of Shared
Decision Making
Zone of Acceptance
Trust and Situations
Decision Making Structures
Leader Roles
Zone of Acceptance
The more teachers are going to
agree with a decision, the less they
need and want to be involved in
making the decision.
If a decision lies outside one’s zones
of acceptance, participation will
be more effective.
Points for the Administrator
to Consider
The test of relevance: Do the
subordinates have a personal stake
in the decision outcomes?
The test of expertise:Do they have
expertise to make a useful
contribution to the decision?
When is Participation in
Decisions Effective?
Do teachers have a personal stake?
YES
YES
Do
teachers
have
expertise?
Outside Zone of
Acceptance
*Probably include
NO
NO
Marginal ly effective
*Occasionall y include
Marginal ly effective
Inside Zone of
Acceptance
* Occasionall y
incl ude
*Definitel y exclude
Trust and Situations
Trust of subordinates should
sometimes moderate their
involvement when personal
goals conflict with the
organizational goals.
Types of Situations
 Democratic: Outside Z of A + High Trust =
Extensive Participation
 Conflictual: Outside Z of A + Little Trust =
Restricted Participation
 Noncollaborative: Not Relevant to
Subordinates + No Expertise = Avoid
Involvement
 Stakeholder: Personal Stake + Little
Expertise = Limited/Occasional
Involvement
 Expert: No Personal Stake + Knowledge =
Occasional Participation
Decision Making Structures
Once the administrator has determined that subordinates
should be involved, the next question becomes how the
process should proceed.
Group Consensus
Group Majority
Group Advisory
Individual Advisory
Unilateral Decision
Five Leadership Roles
Integrator: consensus builder
Parliamentarian: protective
facilitator
Educator: explains and
discusses
Solicitor: advice seeker
Director: decision maker
Final Key Points
 Develop a culture that focuses on the goals of a
school:students come first.
 Be authentic with teachers; tell it like it is.
 Develop a culture of trust.
 Develop teacher expertise.
 Don’t burden teachers with decisions they can’t
or don’t want to make.
 Be aware of groupthink. Sometimes when smart
people think in unison, poor decisions are likely to
follow. Nurturing the complaining faculty
member may seem odd but it is an antidote to
groupthink.