Chapter 10 Shared Decision Making

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Chapter 10 Shared Decision Making

• Empowering Teachers
• Presented by Lynn Clausen, Maura Rae, Julie
  Ebert
• 12/2/09

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• Lets start with a video

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Vroom Model of Shared Decision Making

• Enhancing Quality Acceptance of Decisions
• Constraints on Decision Making
• Decision Making Styles

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Enhancing the Quality of Decisions

• Quality Rule
• Leader Information Rule
• Trust Rule
• Problem Structure Rule

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Enhancing Acceptance of Decisions

• Acceptance Rule
• Subordinate/Conflict Rule
• Subordinate Commitment Rule
• Subordinate Information Rule

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Constraints on Decision Making

• The Time Constraint (Motivation/Time)
• The Development Constraint (Motivation/Development
  )

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Decision Making Styles

• Autocratic
• Informed Autocratic
• Individual Consultative
• Group Consultative
• Group Agreement

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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

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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.

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Pros of Teacher Involvement in Shared Decision
Making

• Important factor for teacher morale
• Participation in the process is positively
  related to the teachers satisfaction with the
  profession.
• Teachers prefer principals who involve them in
  decision making.

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Cons of Teacher Involvement in Shared Decision
Making

• Decisions fail because of poor quality of
  decisions or the process.
• Decisions fail because subordinates dont accept
  the final outcome.
• Teachers neither expect nor want to be involved
  in every decision.

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Critical Questions About Involving Teachers

• Under what conditions?
• To what extent?
• How should teachers be involved?
• What is the administrators role in the process?

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Hoy Tarter Model of Shared Decision Making

• Zone of Acceptance
• Trust and Situations
• Decision Making Structures
• Leader Roles

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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 ones zones of
  acceptance, participation will be more effective.

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Points for the Administrator to Consider

• The test of relevance Do the subordinates have a
  personal stake in the decision outcomes?
• The test of expertiseDo they have expertise to
  make a useful contribution to the decision?

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When is Participation in Decisions Effective?
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Trust and Situations

• Trust of subordinates should sometimes moderate
  their involvement when personal goals conflict
  with the organizational goals.

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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

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Decision Making StructuresOnce 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

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Five Leadership Roles

• Integrator consensus builder
• Parliamentarian protective facilitator
• Educator explains and discusses
• Solicitor advice seeker
• Director decision maker

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Final Key Points

• Develop a culture that focuses on the goals of a
  schoolstudents come first.
• Be authentic with teachers tell it like it is.
• Develop a culture of trust.
• Develop teacher expertise.
• Dont burden teachers with decisions they cant
  or dont 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.