L10 FACULTY OF EDUCATION EAD5000 EDUCATIONAL LEADERSHIP DR. RAMLI BIN BASRI ROOM G28, TEL: office 03-8946 8248, H/P 019 224 1332 (sms prefered) E-MEL: ramlibasri@upm.edu.my

Leadership in education L10: DECISION MAKING

Leadership in education HM, teachers and parents make decision every day, some are simple but others are challenging

Leadership in education Correct decisions advances school, the reverse is detrimental to children FUTURE

PROBLEM SOLVING AND DECISION MAKING Any difference from actual situation and desired situation It focuses on the past A logical step by step process that leads towards making successful decision An act of making a choice between two or more options It focuses on the future Process of determining critical data to determine the best action

DECISION MAKING Administrator's primary responsibility. Every successful administrator must be able to make decisions that can help the organization achieve goals and at the same time satisfy the needs of members within the organization. Deciding can be considered as a process of making a choice between several alternatives

TYPES OF DECISIONS According to Gore (1962), the decision can be classified into three, routine decisions, decision to modify current policies and innovative decisions to form new policies and goals. According to Luthans (1977), administrative decisions are divided into two, namely personal decisions and organization (routine or basic) decisions

TYPES OF DECISIONS Campbell, Corbally and Nystrand (1983), five classification of decisions status quo, reaction, deferred, new action and complexity.

1. ROUTINE DECISION The routine results, as suggested by Gore and Luthans, are practiced in schools, where principals are required to make decisions according to predetermined policies, rules, guide or SOP. But this decision can also be done without being guided by the rules or regulations that have been determined.

1. ROUTINE DECISION In the process of teaching and learning, teachers in the classroom are leaders or leaders. They are experts and sometimes more qualified by principals in specific areas. In teaching and learning teachers are autonomous in decision making Decision on pedagogy, teaching aids, assessment, intervention

1. ROUTINE DECISION Here, the teacher has the right to act to make routine decisions such as determining the type and timing of the test, the scores to be given to the students, the assignments and the delivery methods they think fit with the content of the lesson. If the principals or officials from the district education office determine the decision to be followed during the teaching of the teacher, this would be considered a violation of their authority and the conflict would exist. This conflict will affect the achievement of goals and reduce the morale of the teacher.

1. ROUTINE DECISION Experience, motivation and personality may influence teachers in making routine decisions. A person who is responsible for making the decision must make decisions at the time required, especially those affecting the subordinates. Deferring a routine decision will prevent the achievement of organizational goals and also frustrate individuals who can not complete the task as long as the routine decisions are not made.

2. DEFERED DECISION The decision is delayed ... Leaders who always defer the decision will be suspected. For example, principals postponed the decision to take action against students who committed serious offence, some alternatives may be taken to punish the student. But if the principal still deferred, the situation may become worse and the teachers may be less confident about the principal's abilities and capabilities.

2. DEFERED DECISION Such a situation is the same as that of Campbell, Corbally and Nystrand on suspended decisions. This means that the principal feels that it is not important to make a decision now, although sooner or later the decision has to be taken too. Deferring decisions can not be practiced because principals are always busy with functions that need to be completed. So, by deferring something that needs to be decided today to tomorrow will add the burden of duty from day to day so eventually the principal can not work as effectively as possible.

3. POLICY AMMENDMENT The decision to amend the current policies is necessary when there is a new situation, and the current policy cannot fully resolve the situation. According to Campbell et al., The status quo decision can be taken, ie individuals can choose an alternative to not make any decisions. Principals can also make adjustments to existing policies. If the principal fails to modify the existing policy, the principal will have difficulty as experienced by the administrator who decides to postpone decision.

3. MODIFY CURRENT POLICY In a bureaucratic administrative system, there is bureaucratic delay that is very disappointing. Many decisions that can be resolved at the school level have to be delayed due to waiting for endorsement from superior and this is sometimes very detrimental as it will prevent or delay achievement of goals that may lead to less efficient delivery.

4. INNOVATIVE DECISIONS Innovative decisions mean when there is no current policy to address a certain issue, therefor needs the establishment of new policies, goals or programs. This type of decision can be delegated to teachers to complete it. For example, if there is a low achievement in the PMR examination in a school, the school principal will work to find a solution so that the achievement increases and of course the formation of a new policy or teaching program to be implemented.

4. INNOVATIVE DECISIONS Perhaps the addition of textbooks, conducting workshops to use new teaching methods, more interacting with parents, adding teaching aids and more. New SOP, rules or methodology. Often to improve performance, more efforts should be made to improve the teaching program, and planning the steps to be taken should be provided.

5. REACTIVE DECISIONS Decision in response (react) to a problem, issue, directive according to Campbell et al., exists when there are problems or situations that require response. Eg. Parental request for more teacher-student-parental consultations or other requests Requires response from head teacher

5. REACTIVE DECISIONS Can also include pro-active decisions Decisions taken in anticipation of certain challenges or problems that may occur if no specific action is taken Eg. Linus 1.0 and Linus 2.0, in anticipation of or to prevent illiteracy among children Eg. Dental checks among children

6. COMPLEXT DECISION exist when the principal faces a situation involving multiple stake holders (parents, teachers, students, community and MOE. Problem solving is beyond the principal alone. Decision making skill, research and data, information and understanding is necessary to take action. To make a decision, headmasters needs to establish a certain structure and involvements as well as consultation with various parties

6. COMPLEX DECISION Eg. New strategic plan for school Eg. Hosting a national event in school Eg. Entertaining visit by the royal entourage.

DECISION MAKING PROCESS When the decision has been made, implementation is the next function. This decision needs the understanding of the factors of capability, abilities and attitudes of individuals involved; organizational environment, priorities and training required by staff. Who and when; form of communication; the motivational factors to be used and expectations of expected achievement.

DECISION MAKING PROCESS Harbert A. Simon (1960), put forward three stages in the decision-making process: Mental activity - identifies the environment that requires decision to be made. Design activities - creating, forming and analyzing appropriate actions. Select activity - the actual selection made from the alternate list.

Newman, Summer and Warren (1972), propose the decision making process as follows: Creating a problem diagnosis. Look for alternative solutions. Compare and analyze alternatives. Select an action.

DECISION MAKING PROCESS According to Hoy and Miskel (1978), the decision-making process is as follows: Identify and define problems. Analyze the difficulty of the problem in the current situation. Provide criteria for settlement. Make plans or strategies for action. These include specializing alternatives, predicting effects and selecting alternatives. Make planning in terms of planning, communicating, maintaining and evaluating.

DECISION MAKING PROCESS Griffith (1959), states the decision-making process encompassing the following aspects: Identify, define and limit problems. Analyze and evaluate the problem. Form the criteria for which a solution can be evaluated or considered to be appropriate to the requirements. Collect data.

DECISION MAKING PROCESS Griffith (1959), states the decision-making process encompassing the following aspects: Formulate and choose the best solution. Make the test early. Implement selected solutions: plan solutions, controlling activities in planning, assess results and processes.

DECISION MAKING IN SCHOOL Before making a decision, the principal should review the environment to identify the problem. For example, the school principal should be aware of what is going on in his school. Principals also need to know student issues, teacher activity, and parental views.

DECISION MAKING IN SCHOOL He also needs to know the level of student performance, the level of teacher's teaching, the adequate teaching aids, the student's discipline and others. When a principal knows the real situation, then he can help solve the problem that needs certain decisions.

DECISION MAKING IN SCHOOL Alert or sensitive principals will easily identify situations that have problems. All decisions start with identifying the problem, and then think about how to solve it. What would happen the problem being solved is NOT the real problem? OR wrong problem?

DECISION MAKING IN SCHOOL To define real problems, principals must have a deep knowledge of the context of the problem. For example, if there is a disciplinary problem at school, is the student a major problem? Or is the staff or community there that is the source of this discipline problem? So, principals should find a way to really solve the problem of discipline by understanding who 'and' what 'is actually the' main 'problem and who is the symptom of the problem.

DECISION MAKING IN SCHOOL Then, the principal should determine alternatives that can contribute towards solution. Use criteria that align with organizational goals. Alternatives can be formed based on the creative capabilities of principals and teachers. These alternatives should be arranged according to their ability to solve the problem.

DECISION MAKING IN SCHOOL Finally, the planning of an action should be carried out. Things to consider are the costs and consequences of each alternative, then select alternatives that have many advantages if both cost factors and consequences are taken into account.

DECISION MAKING IN SCHOOL The 'best' choice is based on the results made using: cost-benefit analysis, cost of effectiveness and cost-of-use.

DECISION MAKING IN SCHOOL Alternatives may be as follows: Alternative 1: Students are removed from school. Alternative 2: Students are suspended from school. Alternative 3: Students are caned. Alternative 4: Students are served with severe warning.

DECISION MAKING IN SCHOOL The consequences to alternative 1 are as a lesson or deterrent to other students, BUT the future of the students becomes bleak and the students will be humiliated by society, and so on. Principals and teachers should work together to look for consequences to other alternatives and make judgments, where an action that really solves the problem is accepted and implemented.

DECISION MAKING IN SCHOOL McFarland (1976), identifies three aspects of 'time' to be considered in decision-making, ‘Past time', where similar questions or problems have occurred, information has been collected and the need for decision-making is observed; 'Present time', which alternatives are available and choices are made; 'Future', in which decisions are conducted and evaluated.

DECISION MAKING IN SCHOOL It is arguably the decision made now to consider past circumstances which may help principals make reasonable decisions. Consideration should be made regarding the effectiveness of the implementation and evaluation of decisions. When making decisions, the HM should not ignore what has happened in the past and its implications for the future as both are important in making decisions.

EFFECTIVE DECISION Two factors that influence effective decisions are 'acceptance' (A) and 'quality' (Q). Because the decision made by the HM will be executed by another person, the decision must be agreed upon by those who wish to implement it. This 'acceptance' means the extent of their willingness to do so. 'Quality' means the extent to which technical and rational factors affect the selection of alternatives.

EFFECTIVE DECISION According to Maier (1963), effective decisions are found in the following ways: Decision (effective) = Quality x Acceptance In the event that the quality or acceptance is nul (0), the decision is considered to be of no quality. According to Maier, there are three types of decisions from the formula.

EFFECTIVE DECISION Q/A Decision. Decisions that have high quality but require little acceptance. This type of decision does not really affect those who will implement it, since this type of decision has absolutely the technical importance required by the organization, Example holding an additional class for weak pupils.

EFFECTIVE DECISION A/Q Decision Decisions that require high acceptance, but have low quality requirements. Example: a decision made by which teachers choose Saturday to carry out the replacement class assignment. Selection of Saturday or Sunday is the only choice of teachers involved without affecting school management. Example: giving holiday after sports day.

EFFECTIVE DECISION 3. Q=A Decision Both of these factors have high requirements and acceptance. For example, the principal intends to hold a sixth form at his school, both factors should be taken into account Teachers should agree and Select alternatives based on their technical and economic interests on the school side.

EFFECTIVE DECISION Often, the decision made by the superior will be agreed upon or received only a small challenge. This is because this decision is considered 'legitimate', and also does not affect the individual's personal needs and goals. In making decisions, despite having a solid acceptance requirement, we must use a rational strategy.

EFFECTIVE DECISION If the decision is opposed, the leader should use the strategy to overcome it. For example, make tentative and non-final decisions consider the staff's view before taking a decision, or call those involved in performing the task of participating and making decisions together. Participatory strategies are appropriate when the decision requires a solid acceptance, as the result is so often that the people involved can influence the outcome.

EFFECTIVE DECISION Obtaining acceptance through this participatory strategy not only gives the staff a sense of influence to make decisions but gives them the knowledge of why an action is taken. In addition, the quality of the results can also be ensured when staff are called together to voice their opinions, views and helpful ideas.

DECISION MAKING IN SCHOOL

EFFECTIVE DECISION According to Carrol and Tosi (1977), there are two approaches to determining the degree of involvement, one formed by Maier (1963) and another by Vroom and Yetton (1973).

EFFECTIVE DECISION: MEYER APPROACH Maier found that quality results were obtained if: The HM involved in the discussion. Leaders are trained and mentored to lead the group. Using a non-free 'development approach, instead of discussing at will, but trying to move and define problems up to solutions. Try to obtain the ideas from staff present; including those who are shy.

EFFECTIVE DECISION: MEYER APPROACH Avoid finding solutions too quickly. All facts should be used. Separate the process of getting ideas with the process of evaluating ideas. The emphasis should be on the problems that will be solved and not for the alternatives available. The head should also contribute ideas. Discuss twice as much as possible for a problem.

EFFECTIVE DECISION: MEYER APPROACH Maier's research shows a solid 'acceptance' obtained when: Individuals are given the opportunity to express their opinions and views. Individuals feel free and happy to express ideas about the issues discussed. The HM did not monopolize the discussion.

EFFECTIVE DECISION: MEYER APPROACH The chairman has been trained to lead the discussion. Compromise if there is a conflict of ideas and opinions. The group takes high quality decisions. The chairman is positive feeling on group creativity.

EFFECTIVE DECISION VROOM—YETTON MODEL This model describes ways of making decisions, and how to use a variety of decision strategies. The decision strategies are: A - autocratic, C - consultation, G - group. When the decision moves from A I towards G II, the amount of staff influence on the final result increases.

EFFECTIVE DECISION VROOM—YETTON MODEL A I - The Head makes a decision alone. A II - Important information is obtained from the staff, but the chairman is still making his own decisions. Staff role as input or data provider only. Not given the opportunity for staff to propose or evaluate alternatives.

EFFECTIVE DECISION VROOM—YETTON MODEL P I - Head discuss problems with some related individuals only, then without bringing them together, decisions are made, either taking into account their input or not. P II - Head shared the problem with the staff at a meeting, to gather ideas and suggestions. Then he decided on his own.

EFFECTIVE DECISION VROOM—YETTON MODEL K II - The problem is shared with the staff group. The chief functions are the same as the participative styles described by Maier. The role of the head is only to provide information, helping the group to determine the solution, rather than through himself.

EFFECTIVE DECISION VROOM—YETTON MODEL But all of these strategies depend on the following factors: Importance of quality for decision. To what extent does the decision maker have enough information? Is the problem structured (each individual has important information to find an alternative)?

EFFECTIVE DECISION VROOM—YETTON MODEL The importance of staff acceptance requirements. Will autocratic decisions be readily accepted? The extent to which employees are motivated to achieve organizational objectives. How much does the employee disagree with the settlement?

FACTORS RELATED TO EFFECTIVE DECISIONS MAKING: 1) PHILOSOPHY The decision must take into account the philosophy held by those involved with the decisions in the education process. Do not take into account only economic aspects, as individuals have different philosophies that produce different opinions and views. This difference should be adjusted before meaningful or effective decision.

FACTORS RELATED TO EFFECTIVE DECISIONS MAKING: 1) PHILOSOPHY The head should be aware that the philosophy he holds will shape the decision made. It is to be noted that the philosophy of one should be given proper interpretation when making a decision. Example: All children has potential therefore NONE should be left behind Example: Education is the right of children, all children irrespective of parental ability should if they need be, be given extra tuition.

FACTORS RELATED TO EFFECTIVE DECISIONS MAKING: 2) CONTEXT The decision-making context will also affect the decision-making process. 'Context' means environment or situation. This includes the location of the school and the area receiving its services, the economic situation, the atmosphere of social relations, and the situation of the locals. Example: boarding facilities for children who live far from school.

FACTORS RELATED TO EFFECTIVE DECISIONS MAKING: 3) INFORMATION The sources and types of information used to make decisions also play an important role. Effective decisions needs the latest, accurate and easy-to-get information. Such data contributes to the type of education decision and the expected results.

FACTOR 4) PARTICIPATIVE TECHNIQUE Many studies claim that making a participatory decision is profitable. These combined with ethical and moral considerations, will provide support for active engagement from professional staff in decisions affecting them.

FACTOR 4) PARTICIPATIVE TECHNIQUE Participatory decisions can give many advantages (Newell, 1978): Better results due to staff involvement. Most likely to be implemented effectively. Develop individual potential through involvement in the decision-making process. Integrate personal goals with organizational goals. Promotes harmony and unity in the organization.

Activity : Describe how decision is made in your school? Leadership Approach Activity : Describe how decision is made in your school? 1/2/2019 66

EFFECTIVE DECISION ?

INEFFECTIVE DECISION ?

Make my day

EVALUATION No Assessment Mark Total Mark 1   No Assessment Mark Total Mark 1 Assignment 1- Individual: Journal Review To be handed in together with Mid Term Test 10% 30% Mid Term Test on Lecture 1-5 (One hour) Week 6 30 MCQ and 3 Essays (Answer 1) 20% 2 Assignment 2- Group of 4 Students To be handed in together with Final Exam 40% Individual class participation 3 Final Exam on Lecture 6- Final Lecture (Two hours) 30 MCQ and 4 Essays (Answer 2)

Prepare a summary the literature review (4 marks). EVALUATION 1 (10%): INDIVIDUAL ASSIGNMENT– REVIEW OF A JURNAL ARTICLE ON EDUCATIONAL LEADERSHIP  You are required to search an empirical/conventional research jurnal articles relating to research in education leadership (last five years). Based on your understanding of the article prepare a 2 page review based on the following sub-topics:   What is the objective of the study and its relevance to education policy? (4 marks) Prepare a summary the literature review (4 marks). What is the research design, instrument and describe how data is collected (4 marks). What are the major findings of the study (4 marks). What is the contribution of the study to education leadership in theory or practice? (4 marks). The assignment cover must have Course Code, Name of Lecturer, Assignment No and Title of Article, Matrix Number and Name of student and the journal article included as appendix. You may get confirmation of article by emailing to ramlibasri@gmail.com

EDUCATIONAL LEADERSHIP IN ACTION Assignment 2- Group of 4 Students To be handed in together with Final Exam EDUCATIONAL LEADERSHIP IN ACTION Finally the Letter has arrived. The Director General of Education has appointed you as the HEADMASTER of Mid Level Secondary School. Choose one Leadership and suggest how you would exercise (practice) it in your school (5 x 4 marks = 20); and Choose one dimension/construct of the leadership and design a standard practice/system for its implementation (10 marks) Total marks = 30

Assignment 2- Group of 4 Students To be handed in together with Final Exam The assignment cover must have Course Code, Name of Lecturer, Assignment No and Title of Assigment, Matrix Number and Name of students You are to make your assignment interesting To be handed in together with Final Exam Relate assignment 2 in every lecture! Participate in lecture Let us know what you think

Thank You…