TOPIC 1: FORMATION OF SCHOOL

VISION, MISSION, GOALS AND

OBJECTIVES
 (1) communicate the purpose of the organization to stakeholders, (2)
inform strategy development, and (3) develop the measurable goals and
objectives by which to gauge the success of the organization’s strategy.
CRITERIA OF A VISION
Brief and Inspiring and Descriptive of
memorable challenging the ideal

Appealing to Idealistic,
Descriptive of
employee, standing above
future service
customers, and the common
levels
stakeholders place

Enduring
PROCESS OF FORMING VISION

Create a
Vision on Bring the Present
Invite the
your own vision to the
larger
and your inner finished
community
outside of circle vision
school
CRITERIA OF A MISSION
Informative

Simple

Memorable

Achievable

Employee Buy-in
PROCESS OF FORMING MISSION
Gather stakeholders

Gather data about the school

Look at the future

Write your first draft

Give the school mission statement to the

community
 CRITERIA OF A GOAL AND
OBJECTIVES
Specific Measurable Achievable Relevant Time bound

• simple • meaningful • agreed • reasonable • time-based

• sensible • motivating • attainable • realistic • time
• significant and limited
resourced • time/cost
• results- limited
based • timely
• time-
sensitive
PROCESS OF FORMING GOAL AND
OBJECTIVES Analyze school
needs

Evaluate Develop school

progress goals

Create action
Define school
plans and
objectives
implement

Create
strategies
 Alignment between Vision,
Mission, Goals and Objectives
of the school
 Melestarikan Sistem Pendidikan Yang berkualtiti Untuk Membangunkan Potensi Individu Bagi
Memenuhi Aspirasi Negara

Vision A big picture of what you want to achieve

Pendidikan Berkualiti Insan Terdidik Negara Sejahtera

Mission General statement of how you will achieve the vision.

i. To advance excellence in teaching.

ii. To become a sport excellent school. Example

Goals These are general statements of what needs to be accomplished to

(Matlamat) implement the Mission.
 To become a sport excellent school
i. Improve the attendance of students in sport (up to 95%)
ii. Get at least a 2nd runner up in football competition.
Objectives provide specific milestones with a specific timeline for
Objectives
achieving a goal.

Eliminate, Raise, Reduce, Create,

sustain

Analyze With SWOT

Operation Plan Tactical Plan
Matrik

Strength, Weakness, Opportunity, Threat Plan every activities with the cost,
time frame and the forecast
 PENGURUSAN SEKOLAH
(SCHOOL MANAGEMENT)
What is Educational/ School
Management
 Learning Outcomes
Concepts & Models of Educational Administration
• Students are able to :
• Explain concepts pertaining to educational administration/management
• Explain the importance of balancing managerial and leadership behaviors
• Elaborate the process of administration
• Utilizing organizational framework to explain the process of management
• Explain the limitation of bureaucracies and scientific assumptions in
managing an educational institution

14
 Administration
• Administration is a process concerned with planning,
organizing, coordinating and controlling resources within
an integrated system designed to accomplish
predetermined objectives (Henri Fayole, 1949)

• Educational administration is a discipline within the study

of education that examines the administrative theory
and practice of education in general and educational
institutions and educators in particular. The field ideally
distinguishes itself from administration and management
through its adherence to guiding principles of
educational philosophy (Wikipedia).

15
 National Key Results Areas NKRA
(Bidang Keberhasilan Utama)
• Reducing crime
• Fighting corruption
• Improving student outcome
• Ralsing living standard of low-income households
• Improving rural infrastructure
• Improving urban public transport
 Five Systems Aspirations of the
Malaysian Education System

• Access
• Quality
• Equity
• Unity
• Efficiency

17
 Education NKRA
• The four (4) thrusts :
1. 72% enrolment across 4+ and 5+ cohorts by 2010
2. 90% literacy and numeracy by 2010 (LINUS screening Literacy
and Numeracy Screening)
3. Target of 20 HPS (High Performing Schools by 2010)
4. 2% of principals rewarded by 2010.

18
 Where Are WE?
• PISA: Program for International Student Assessment
• TIMSS: Trends in International Mathematics and Science Study

19
 PISA 2009+ Ranking
(Program for International Student
Assessment)
• Reading
1 Shanghai-China
2 Korea
3 Finland
5 Singapore
18 UK
53 Thailand
55 Malaysia
62 Indonesia
20
• Mathematics
1 Shanghai-China
2 Singapore
3 Hong Kong
4 Korea
5 Taiwan
52 Thailand
57 Malaysia
68 Indonesia

21
• Science
1 Shanghai-China
2 Finland
3 Hong Kong
4 Singapore
5 Japan
51 Thailand
52 Malaysia
66 Indonesia

22
 11 shifts of Malaysian Education
Blueprint (2013 – 2025)
• Provide equal access to quality education of international
standard
• Ensure every child is proficient in Bahasa Malaysia and English
Language
• Develop values-driven malaysians
• Transform teaching into the profession of choice
• Ensure high performing school leaders in every school

23
• Empower JPNs, PPDs, and schools to
customize solutions based on needs
• Leverage ICT to scale up quality learning
across Malaysia
• Transform ministry delivery capabilities and
capacity
• Partner with parent, community, and private
sector at scale
• Maximize student outcomes for every ringgit
• Increase transparency for dirent public
accountability
24
Pelan Pembangunan Pendidikan Malaysia (2013 –
2015)
• 11 Anjakan:
1. Menyediakan kesamarataan akses kepada
pendidikan berkualiti bertaraf antarabangsa
2. Memastikan setiap murid profisien dalam bahasa
Malaysia dan bahasa Inggeris
3. Melahirkan rakyat Malaysia yang menghayati nilai
4. Transformasi keguruan sebagai profesion pilihan
5. Memastikan pemimpin berprestasi tinggi
ditempatkan di setiap sekolah

25
6. Mengupaya JPN, PPD dan sekolah untuk
menyediakan penyelesaian khusus berasaskan
keperluan
7. Memanfaatkan ICT bagi meningkatkan kualiti
pembelajaran di sekolah
8. Transformasi kebolehan dan keupayaan
penyampaian pendidikan
9. Bekerjasama dengan ibu bapa, komuniti dan
sektor swasta secara meluas
10.Memaksimumkan keberhasilan murid bagi
setiap ringgit
11.Meningkatkan ketelusan akauntabiliti awam

26
 Phases of Transformation
• Wave 1 (2013 -2015)
• Turn around system by supporting teachers
and focusing on core skills
• Key outcomes: 100 students literate in BM and
numerate after 3 years of schooling
• 92% preschools, 98% primary, 90% lower
secondary, 85% upper secondary enrolment
• 25% reduction in the urban-rural gap

27
• Wave 2 (2016 – 2020)
• Accelerate system improvement
• Key outcomes: Malaysia’s performance at par
with average at the next TIMSS and PISA cyde
• 100% preschool to lower secondary enrolment
90% upper secondary enrolment

28
• Wave 3 (2011 – 2025)
• More towars excellence with increased
operational flexibility
• Key outcomes: Malaysia’s performance on
TIMSS and PISA in top third of systems
• Maintain and improve enrolment
• Maintain or improve urban-rural gap, 50%
reduction in the socio-economic and gender
gaps

29
 Current Scenario
• Currently there are 325, 000 children aged 5 and
6 years either not attending pre-school at all or
attending non-registered pre-schools
• Number of students who have not reached
targeted literacy standard by end of year one
(2008) : 54,272 (13%)
• Numeracy standard by year four (2008) : 117, 024
(24%)
• Ratio of remedial teachers to schools from 1:1 to
1:15
30
 High Performing Schools
• Excellent academic achievement
• Towering personalities
• National and International awards
• Linkages with institutions of higher learning
• Strong network with other local and International schools,
community, public and private organizations
• Nationnaly and internationalluy benchmarked

31
 Effective School Leaders
• Instructional leadership
• Primary change agents
• Create an orderly and safe environment
(An improvement of 1 Standard Deviation in leadership quality
improves student achievement 10 percentile points)

32
 Among The Stakeholders

Schools Students Teachers

Preschools 163,746
Elementary 7,695 2,899,228 230,449
Secondary 2,248 2,344,891 175,267
Total 9,843 5,407,865 405,716

33
• According to Cunningham and Cordeiro (2000) administration
is divided into two major areas responsibility, namely:
• Leadership
• Management

34
• Leadership is
• The process of influencing group activities towars the
achievement of goals
• Influencing, guiding in direction, course, action and
opinion
• Effective influence
• Building cohesive and goal-oriented teams
• Persuading others to sublimate their ownself interest
and adopt the goals of a group as their own
• Persuading other people to set aside ... their
individual concerns and to pursue a common goal
that is important for the ... welfare of a group (Bass
& Stogdill, 2990)

35
 Management
• Leading is guiding improvement and infusing an
organization with meaning and purpose
• Management is involved with steward-ship and
accountability for all types of resources (Cunningham
and Cordeiro, 2000)
• Management also focuses on implementing routines in
an organization and ensuring its smooth operation.
• Doing the right things vs. Doing things right (Peter
Drucker, 1954)
• You manage within a paradigm you lead between
paradigms (Joel Barker, 1992).

36
• Management is efficiency in climbing the
ladder of succer; Leadership is about
determining whether the ladder is leaning
against the right wall (Your Thoughts!)
• This indicates that management is about
accomplishing tasks, whereas leadership is
about perception, judgment, skill and
philosophy

37
 Loose Coupling
• Loose coupling
• “Educational Organisations as Loosely Coupled System”
(Welck, 2976)
• The school organization as a combination of loosely
coupled system
• The elements of an educational organization are
frequently only loosely coupled together.
• Karl Welck (1976) suggests that the subsystem (elements)
are responsive to each other but that each still preserves
its own identity and its own physical and logical
separateness.

38
Five Functions and Two Dimensions Of Principalship

• The five function

• Curriculum development (Internal)
• Instructional improvement (Internal)
• Student services (Internal)
• Financial and facility management (Internal)
• Community relations (External)

39
• Two dimensions
Managerial behaviors
Leadership behaviors
(Larry Hughes and Gerald Ubben, 1989)

Implications

40
 The Organizational Iceberg
• Formal
• Stated goals
• Written objectives
• Policies and procedures
• Job descriptions

41
• Informal
• Individual needs, desires, feelings
• Differences in ideas about roles and missions
• Power and influence patterns
• Competitions and alliances
• Views of relevance and importance of work
• Feelings of trust and confidence
• Individual values
• Skills and abilities
• (Hughes and Ubben, 1989)

42
 Pengurusan
• Pengurusan mencakupi bagaimana sumber-sumber seperti
kewangan, manusia dan alat digembeleng dan digunakan untuk
mencapai matlamat organisasi.
• Ia juga tertumpu kepada isu-isu berhubung dengan tingkah laku
ahli organisasi iaitu bagaimana motivasi, sikap, kepakaran dan daya
ahli-ahli itu dipertingkat supaya organisasi tersebut mencapai tahap
prestasi yang dikehendaki

43
 Functions of Administration
• Plan
• Organize
• Direct
• Coordinate
• Control/evaluate

44
 Demands, Constraint, Choices
• Demands: Things that principals must do.
Determined by: school outcome specifications, legal
requirements, rules and regulation, and etc.
• Constraints: Determined by norms and values that
exist in school/community, availability of human and
material resources adn etc.
• Choices: Opportunities to do the same things
differently and to do others things that are not
required or prohibited

Rosemary Stewart 1982

45
 Minzberg 10 Managerial Roles
• Interpersonal:
-Figurehead role
-Leader role
-Liason role
• Informational:
-Nerve centre role
-Disseminator role
-Spokesman role
• Decisional role:
-Entrepreneur role
-Disturbance handling role
-Resource allocator role
-Negotiator role
46
 Process of Administration
P Planning
O Organizing
S Staffing
D Directing
Co Coordinating
R Reporting
B Budgeting
Luther Gullock (1937)

47
 Conceptual Framework and School
Organization
• Classical Theory
-Division of labour
-Span of control
-Hierarchy
-Goal definition
-Extrinsic rewards
-Formal rules

48
• Social system
-Human relations
-Informal groups
-Peer pressures
-Intrinsic rewards
-Psychological needs
• Open System Theory
-Input-output
-Cyle of events
-Environmental exchanges
-Information theory

49
 Bureaucratic Administration
• Hierarchical structure
• Division of labour
• Control by rules
• Impersonal relationships
• Career orientation
• According to Weber, these principles should lead an
organization toward higher levels of maximum efficiency

50
 Scientific Management
Frederick Taylor (14 Point)
1. Efficiency is measured solely in terms of productivity.
2. Human beings are assumed to act rationally: Important
considerations in management are only those which
involve individuals and groups of individuals heading
logically towards their goals.
3. Member need detailed guidance from their superiors
therefore thet do not value of freedom of determining
their own approaches to problems.
4. Clear limits to jobs need to be defined and enforced.
5. It is possible to predict and establish clear-cut patterns
of future activities and the relationships activities.
51
6. Human beings prefer the security of a
definite task.
7. Management involves primarily the formal
and official activities of individuals
8. The activities of a group should be viewed on
an objective and impersonal basis without
regard to personal problems and
characteristics.
9. Workers are motivated by economic needs.
10. People do not like to work, therefore should
be supervised closely.

52
11. coordination should be planned and directed
from the top
12.Authority has its source at the top of a
hierarchy and is delegated downward
13. simple tasks are easier to master therefore a
narrow scope of activity is more preferable.
14. managerial functions have universal
characteristics.

53
 Formal and Informal Orgnization
• Formal organization (Organizational Iceberg):
-Authority
-Formal sturcture
-Rules, roles, span of control
-Standard of Operating Procedures
-Division of labour
-Channels of communication
-Chain-of-command
54
• Informal organization:
Coalitions, psychological needs, power,
informal leadership, conflict, grapevine,
morale, informal norms, sentiment, social
codes, loyalty, multiple perspectives, frienship
bonds, personal goals, emotional feelings,
risk-taking behavior

55
The Limits of Traditional Management
Theory

• The usefulness of this theory ends

1. Where nonliner conditions begin
2. Loosely structure conditions begin
3. The goal is to bring about extraordinary
commitment and performance

56
• Nonlinear conditions:
-Dynamic environments
-Loose management connections
-Tight cultural connections
-Multiple and competing goals
-Unstucture tasks
-Competing solutions
-Difficult-to-measure outcomes
-Unsure operating procedures
-Indeterminate consequences of actions
-Unclear and competing lines of authority

57
• Loosely structure conditions
-One noticeable example is the connection of
teachers to rules
-Schools are managerially loose but culturally
tight
• Ordinary and extraordinary commitment and
performance
-A fair day’s work for a fair day’s pay?
-Reasons for such phenomena:
-The theory is based on authority
-The theory is based on standardization and
routinization

58
NASSP Research on Successful School Administration
• The ability to:
1. Plan and organize work
2. Work and lead others
3. Analyze and solve problems
4. Communicate orally and in writing
5. Perceice the needs and concerns of others
6. Perform under pressure
Condense from 12 discrete skills

59
 Main Role of Principal/Headmaster
• Curriculum manager (Ikhtisas)
• Student self development
• Management and development
-Student
-Personnel management
-Financial
-Physical accomodation
• Organization and self-development
• Self-development

60
 Skills needed
• Leadership • Interpersonal
• Problem analysis sensitivity
• Decision making • Oral and written
• Implementing communication
• Delegation • Research measurement
• Supervising and evaluation
motivating • Legal, policy and
political applications
• Public relations
• Technology

61
 Operational Areas
• Curriculum and instruction
• Human resource development
• Finance
• Research and development
• Business and logistics
• Physical plant
• Pupil personnel

62
 Ethical Standards
• Honesty
• Integrity
• Promis keeping
• Fidelity
• Fairness
• Concern for others
• Respect for others
• Law abiding/civic duty
• Pursuit of excellence
• Personal accountability

63
Interstate School Leaders Licensure Consortium
(ISLLC) Standards for School Leaders

• A school administrator is an educational leader who

promotes the succes of all students by:
• Standard 1 : Faciliting the development,articulation,
implementation, and stewardship of a vision of learning
that is shared and supported by the school community
• Standard 2 : Advocating, nurturing, and sustaining a
school culture and an instructional program conducive to
student learning and staff professional growth

64
• Standard 3 : Ensuring management of the
organization, operations and resources for safe,
efficient and effective learning environment
• Standard 4 : Collaborating with families and
community members, responding to diverse
community interests and needs, and mobilizing
resources
• Standard 5: Acting with integrity, and in an ethical
manner.TERIMA KASIH / THANK YOU
• Standard 6 : Understanding, responding to, and
influencing the larger political, social, economic, legal
and cultural context

65
 3 CONTINUOUS SCHOOL
IMPROVEMENT MODEL

2 TOTAL QUALITY
MANAGEMENT

WHAT IS SCHOOL

1
IMPROVEMENT? 4 International
Organization
for
Standardization
1. WHAT IS SCHOOL IMPROVEME
 WHAT IS SCHOOL IMPROVEMENT?

❖ A school improvement plan is a road map that sets out the changes a
school needs to make to improve the level of student achievement, and
shows how and when these changes will be made.

❖ Student performance improves when teachers use curriculum-delivery

strategies that specifically address the needs of their students, when the
school environment is positive, and when parents are involved in their
children’s education.
 WHAT IS SCHOOL IMPROVEMENT?
❖ In planning improvements, therefore, schools should establish one priority
in each of these three areas—curriculum delivery, school environment,
and parental involvement. In effect, the planning process involves
answering the important questions: “What will we focus on now?” and
“What will we leave until later?”

❖ One of the first steps—a crucial one—in developing an improvement plan

involves teachers, parents, and other community members working
together to gather and analyze information about the school and its
students, so that they can determine what needs to be improved in their
school.
2.TOTAL QUALITY MANAGEME
Total Quality Management (TQM)
• Total - made up of the whole
• Quality - degree of excellence a product or
service provides
• Management - act, art or manner of
planning, controlling, directing,….

Therefore, TQM is the art of managing the

whole to achieve excellence.
 What does TQM mean?
●Total Quality Management means that the organization's culture
is defined by and supports the constant attainment of customer
satisfaction through an integrated system of tools, techniques, and
training. This involves the continuous improvement of
organizational processes, resulting in high quality products and
services.
What’s the goal of TQM?
“DO THE RIGHTTHINGS RIG HTTHE
FIRST TIME, EVERY TIME.”
 Philosophical Leaders of the Quality Movement
◆ Philip Crosby
◆ W. Edwards Deming
◆ Joseph M. Juran

◆ Each has slightly different definitions of what quality is and how to

achieve it, but they all had the same general message:

◆ To achieve outstanding quality requires:

◆ quality leadership from senior management,
◆ a customer focus
◆ total involvement of the workforce, and
◆ continuous improvement based upon rigorous analysis of processes.
 BASIC PRINCIPLES OF TQM
Approach Management Led

Scope Company Wide

Scale Everyone is Responsible for Quality

Philosophy Prevention not Detection

Standard Right First Time

Control Cost of Quality

Theme On going Improvement

 HOW TQM IS APPLIED IN SCHOOL SETTING

The hierarchy looks like this:

1. Students are the workers and the products. The
difference between success and failure of the school
depends on the quality of their work.
2. Teachers are the first level managers. Therefore the
teacher will be leader of the class, emphasizing quality
through non- coercive management featuring student
as worker and teacher as coach, provoking the students
to learn how to learn and thus to teach themselves.
3.Administrators are middle and upper level
management. The productivity of any school
depends mostly on the skills of those who
directly manage the workers, i.e., the teachers.
According to Deming, their success in turn
depends on how well they are managed by the
administration above them. Therefore, any
attempt at educational quality are best centered
around organizational improvement efforts.
4.The Board of Education is the board of
directors thus responsible directly to the
clients, and board members are overseers of
the administration.
Management by Result is no longer sufficient
to deal with the problems schools are facing.
In order to promote total quality, there is a
need to:

Change Management Philosophy.

❖ The new management philosophy focuses on
achieving quality, which is defined as meeting
and exceeding the needs and expectations of
clients.
❖ A second focus is on the acceptance and
pursuit of continuous improvement as the
only useful standard or goal.

The philosophy holds that example and

experience teach little about theory, and that
experience is not always useful knowledge.
However, the new philosophy is based on the
acquisition and application of knowledge.
This knowledge referred to as
profound knowledge
Appreciation for system Knowledge about variation

Theory about knowledge Knowledge of psychology

Four Components of Profound Knowledge
In order to provide leadership for total quality,
people in leadership must be able to
understand and apply these concepts:
1. Systematic Thinking – this is the interdependence
of functions with their sub-processes and of the
organization with its people. (a network of
interdependent components that work together)
2. Theory of Variation – this is the
understanding of the difference between
common and special causes. An
understanding of variation will enable
Educational leaders to work toward quality
within the framework of individual
differences. The existence of variation is why a
state of zero defects does not occur and why
numerical goals are not feasible.
3. Theory of Knowledge – only through a theory
of knowledge can one understand the past
and predict the future. A major component of
total quality management is prediction. Only
through prediction and long-term perspective
can schools expect to succeed over a long
period of time.
4. Knowledge of Psychology – the new
philosophy is based on the understanding of
people and their differences, and a
commitment to applying systematic thinking
to the people system. School leadership’s aim
is to free-up the potential of the different
attributes of the people of the organization.
 The Source of Quality in Education
• outstanding teachers;
• high moral values;
• excellent examination results;
• the support of parents, business and the local
community;
• plentiful resources;
• the application of the latest technology;
• strong and purposeful leadership;
• the care and concern for pupils and students;
• a well-balanced and challenging curriculum.
3. CONTINUOUS IMPROVEMENT
3 A) DEMING MODEL OF IMPROVEM
CONTINUOUS IMPROVEMENT MODEL

According to Deming, a system of quality

improvement is helpful to anyone who
turns out a product or is engaged in
service, or in research and wishes to
improve the output of the organization.

The industrial analogy that compares workers and managers

to students and teachers is accurate and appropriate. In
schools, students are the workers and products.
Teachers and administrators are managers.
 MODEL FOR SCHOOL IMPROVEMENT
DEMING
MODEL/CYCLE

The main focus of Deming’s model is continuous improvement through the effective
use of data. Given the current emphasis on data-based decision making in public
schools, the Deming approach has many strengths. Deming stressed the importance of
data to promote improvement, continuous improvement, and professional development.
To effectively implement, the principal would need to become a data-based leader and
encourage using data in a variety of forms among his or her staff; however, some
principals will find this approach difficult.

Deming recommended an improvement cycle to provide a framework to guide

change. Deming designed what is now referred to as the plan-do-study/check-act cycle
 WHAT ISAWESOME
THE DEMING
TITLE CYCLE
The Deming cycle is a model of continuous quality improvement
which consists of a logical sequence of four key phases:

PLAN DO CHECK ACT

Plan for Do it! Check the Act based
change by Implement the effect. upon the data.
analyzing data change effort Analyze the Refine or
and in small, result using a implement
developing a controlled variety of data throughout
strategy setting / resources
 DEMING MODEL/CYCLE
Subsequently, Stakeholders enact the
teams take action to plan; often, the plans are
either improve the small.
process or Stakeholders expect
institutionalize the continuous improvement
practice. through planned changes.

Data and
Once the change has
observations inform
been implemented,
change that will most
teams check its effect
likely produce
and collect and analyze
positive outcomes.
various data.
 DEMING’S 14 POINTS
1. Create Constancy for purpose towards 8. Drive out fear
improvement

2. Adopt the new philosophy 9. Break down barriers between department

3. Cease dependence on inspection 10. Eliminate slogans

4. Move towards a single supplier for any 11. Eliminate management by objectives
one item

5. Improve constantly and forever 12. Remove barriers to pride of

workmanship

6. Institute training on the job 13. Institute education and self

improvement

7. Institute Leadership 14. The transformation is everyone’s job

 DEMING’S 14 POINTS
01
Educational programs like business and industry must have a purpose and that
“reason for existence” must be spelled out in a mission statemen t.

02 What is needed is a transformation of management styles from boss to lead

management. (QUALITY APPROACH)

03
Quality comes not from inspection but from improvements of the process.

04 When school districts maintain such high class size averages tha t students are
failing because of the lack of close supervision

05 In education, instead of “quick fix”, we should be looking at the sys tem and
examine our goals and mission.
 DEMING’S 14 POINTS
Lack of adequate pre-service and in-service training that causes teaching- is the

• 06 world’s toughest job – to be a discouraging and oftentimes fr

Lead Management – create dialogue performance to engage workers
experience.
Coercion is the most corrosive element in a work place. It destroys productivity and

• 07 quality work.

Seek input from all staff members in the decision making- we feel good when our

• 08 ideas, suggestions are taken into considerations

When slogans are developed by and/or with the workers, they become credible
• 09 reminders of mutually agreed upongoals
 DEMING’S 14 POINTS
11
Work quotas seldom include any trace of a system that would help someone do a
better job

12
Whether we’re dealing with administrators working with teachers, or teachers
working with students, the goal is to empower people to manage t hemselves and
take responsibility for their own actions.

13
Setting up a comprehensive continuing program of education that not only trains
workers in the skills needed to do their jobs but encourages them to acquire new
knowledge

14
The first milestone on a company’s road to quality occurs when a “critical mass” of
the employees understand the 14 points and become active participants in the
process.
IMPORTANT ELEMENT IN SCHOOL IMPROVEMENT

an academic build the capacities and

leadership and direction competencies of teachers
to the overall academic
activities in school

providing guidance
PRINCIPALS key players in the
for bringing school improvement
transformation in the process
school

facilitating instruction, ensure that improvement

accountability, establishing plans reflect the
communication and rapport characteristics of their own
and managing change school and its community
 DEMING MODEL/CYCLE

Principals can use the plan-do-check-act cycle to promote continuous

improvement of instruction. To illustrate, a teacher (or group of teachers) could
develop a simple plan to improve academic excellence for a small group of
students, design an implementation process, collect and study results (data),
and finally, make a data-based decision on the next step. At each step, the
principal would provide the structures, resources, and encouragement to
promote this continuous cycle of inquiry.
 3 B) KAIZEN
CONTINUOUS IMPROVEMENT
INTRODUCTION TO THE KAIZEN APPROACH
“A Never Ending Journey”

Kaizen is a Japanese business philosophy that focuses on gradually

improving productivity by involving all employees and by making the
work environment more efficient.

Kaizen translates to "change for the better" or "continuous

improvement."
MEANING OF KAIZEN
THE FIVE ELEMENTS OF KAIZEN
 BENEFITS OF KAIZEN
❑ Kaizen reduces waste-like inventory waste, time waste, workers motion

❑ Kaizen improves space utilization, product quality

❑ Results in higher employee moral and job satisfaction, and lower turn over

❑ Toyota is a well known as one of the leaders in using kaizen. In 1999 at one US
plant , 7000 Toyota employees submitted over 75000 suggestions , of which
99% were implemented
KAIZENEVENTPHASES
 4. INTERNATIONAL
ORGANIZATION FOR
STANDARDIZATION (ISO)
• Created by International Standard of Organizations (ISO) which was
created in 1946 to standardize quality requirement within the European
market.

• ISO initially composed of representatives from 91 countries Adopted a

series of written quality standards in 1987 (first revised in 1994, and more
recently (and significantly) in 2000).

• Prefix “ISO” in the name refers to the scientific term “iso” for equal. Thus,
certified organizations are assured to have quality equal to their peers.
THE QUALITY MANAGEMENT PRINCIPLES OF ISO
 FIVE OBJECTIVESOF ISO
❑ Achieve, maintain, and seek to continuously improve
product quality in relation to the requirements.

❑ Improve the quality of operations to continually meet

customers’ and stakeholders’ needs.

❑ Provide confidence to internal management that quality requirements are

being met.

❑ Provide confidence to the customers that quality requirements are being met.

❑ Provide confidence that quality system requirements are fulfilled.

A CASE STUDY
 THE IMPLEMENTATION OF TRUST SCHOOL
EDUCATION IN MALAYSIA: A CASE STUDY ON
CONDUCT OF CURRICULUM AT SEKOLAH
KEBANGSAAN SULTAN HISAMUDDIN ALAM SHAH,
KUALA LUMPUR
Ravi Nagarathanam
Amalina Asmaa Ismail
Nurfazlina Mat Zin
Siti Hashidah Mohd Nasir
Nalini Manoharan
Jayson Sehsu
 OBJECTIVE

To explore the conduct of curriculum in terms of

curriculum planning, to conduct the examination
and student’s achievement.
 STRATEGIES OUTLINED BY TRUST SCHOOL

Development of high-quality leadership and management

maximizing student’s achievement and potential

improving the quality of teaching and learning

strengthening the involvement of parents, communities & other

stakeholders
 WHAT IS TRUST SCHOOL?

The Trust School was introduced in 2010 by the Ministry of

Education (MOE) to create a public and private partnership in
government school management

Student’s performance is the priority in the Trust School concept

when the government gives autonomy power to Yayasan Amir
Trust School foundation as well as the schools involved in
enhancing the excellence and quality of education at the Trust
School
 WHAT IS TRUST SCHOOL?
The autonomy provided includes the flexibility to modify the
learning curriculum, the use of the allocation according to the
needs, incentives to teachers according to quality and
performance

To take on this responsibility, Khazanah Nasional Berhad has

established Yayasan Amir foundation to manage and implement
the Trust School in 2010

Yayasan Amir, LeapEd, and MOE have collaborated in the

establishment and implementation of this Trust School
 Findings on Theme 1: Autonomy in Curriculum
Management
The autonomy given to Through this Trust Hence, autonomy in
the school School programme, curriculum
administration is to plan, Advisors from Yayasan management in Trust
organize and conduct Amir foundation have School creates a
the curriculum of a provided guidance to creative and innovative
subject so that the teachers to plan and environment among
subject matter can be conduct pedagogical teachers, in
clearly understood by subjects more implementing the
the students through the effectively. subject curriculum in a
teaching and learning more effective and
process . efficient way.
 Findings for Theme 2: Student-Centered Teaching and
Learning
Emphasis is placed on Every student involved in Teachers are also able to
student-centered the learning process can identify students who lack
teaching and learning gain knowledge of the or do not understand a
methods and through subject and then apply topic and they can use
this method, all the knowledge through alternative methods to
students can the questions asked by enable the student to
participate in the their teachers. understand the topic
learning process

will create a positive environment among students to give a high

commitment in the teaching and learning process of a subject.
 Findings for Theme 3: ‘Clear’ Teaching and
Lesson Planning
Headmaster

lesson plans and Each teacher needs to allow the students to

learning in Trust plan and record clear understand the content
School are not the and detailed planning of of a topic easily, in
same as teaching teaching and learning for addition to discover the
and learning MOE's and the Yayasan talents of teachers for
planning in other Amir foundation’s creative and innovative
national schools. review. techniques in the
teaching and learning
 Findings for Theme 4: Implementation and
Evaluation of Examinations

According to the school's Headmaster, although these tests and

examinations are carried out, the school, the educational partners and
other stakeholders are less concerned with the results of the examination

They are more focused on creating a student’s holistically

so that students can apply moral values such as courage
to do a lesson activity.
 Findings for Theme 5: Holistic Student Functionality
The success of a This situation can be This atmosphere can
student is not only seen when students develop the students' own
judged on the basis are encouraged and potential to be confident
of excellent given space to role- by themselves to act
examination results, play topics, so they without fear, shame, and
but achievements in understand what they indirectly helping their
various aspects also are learning better. friends to understand the
need to be topic
emphasized.

High-level thinking can be applied by students and as time goes, for a

longer period of time the more holistic human self-formation will take
place
THANK YOU
 CONTINUOUS
IMPROVEMENT IN
SCHOOL
MANAGEMENT
 Learning Outcomes

• Student are able to:

• Differentiate the difference between quality control and
quality assurance
• Apply the concept of Total Quality Management in educational
management
• Relate the basic concepts of ISO 9001 certification to
educational management
• Realize the importance of PDCA
124
 Quotable Quotes
• Solving problems is not the answer to causing quality. The
solution is understanding and continuously improving the
processes that give rise to problems.
• If you stress quality, profits will take care of themselves. But if
you stress profits, quality will not take care of itself (W.
Edwards Demming)

125
 Definitions
• Quality
• Ability of a set of inherent characteristic of a product,
process or system to fulfill requirement of customers
and other interested parties
• Quality control
– is a set of activities intended to ensure that quality
requirement are actually being met. Quality control is one
part of quality management,
• Quality assurance
– Part of quality management focused on providing
confidence that requirements will be fulfilled

126
Corrective action (immediate and long term)
• Action taken to eliminate the cause of a detected
nonconformity or other undesirable situations
Preventive action
• Action taken to eliminate the cause of potential
nonconformity or other potentially undesirable
situasions
Audit
• Systematic, independent and documented process
for obtaining and evaluating it objectively to
determine to which criteria are fulfilled

127
• Quality Management System (processes, people, and
documentation)
• System to establish quality policy and quality objectives and to
achieve these objectives

128
 TQM Process Map

• TQM requires a new process thinking mindset

• Everything we do is part of the process
• Our focus shifts:
– From managing outcomes to managing and improving processes
– From what to do to how to do the processes better

129
• Quality performance expands to include how well each part of
the process works and the relationship of each part to the
process

• Process improvement foucses on continuously achieving the

greates potential benefit for our customer

130
SAE Total Quality Management Process Map
1
Select Critical Few
Missions/Goals/
7
Strategic Issues
Implement, Monitor &
Recycle 2
Indentify & Document
6 Key Customers
Develop &
Document Action 3
Plans Identify & Document
5 Customers’ Key
Document Needs Based on Data
4
Opportunities for
Identify & Document
Process
Performance
Improvement
Measure & Key
Processes
131
 David Butler TQM Process
Key Principles of Quality
• Princple 1 : Quality is defined as any product or service
that satisfies customer specifications
• Principle 2 : The work standard is defect free
– This include products or services provided to others (output
to customers) or received from others (inputs from
suppliers)
• Principle 3 : Quality is measured by the price of non
quality (PONQ)
– PONQ is what it costs your company in time, money or
opportunity when things are not being done the best way.
132
 Deming’s 14 Points
• Create consistency of purpose toward improvement of the
product and services so as to become competitive and stay
in the business adopt the new philosophy (Avoid delay,
mistake, defective material and defective workmanship)
• Ceace dependence on mass inspection (Require statistical
evidence that quality is built in)
• Improve the quality of incoming materials (Depend on
meaningful measure of quality, along with the price)
• Constantly improve the system of production and services
• Institute modern methods of training and education for all
• Institute modern methods of supervision

133
• Drive out fear by encouraging effective two-way
communication (to enable everybody to be part of the
change)
• Break down barriers
• Eliminate the use of slogans (Eliminate work standards
that prescribe numerical quotas for the workforce,
demanding zero defects and new level of productivity
without providing methods)
• Institute leadership
• Management by objectives
• Encourages self improvement for everyone
• Top management commitment

134
 The Quality Process Framework

There are five components forming the Quality Process

framework.
• Quality Counci : A group of senior managers appointed to
plan, administer, facilitate and monitor the entire Quality
Process
• Awareness Function: A function of ongoing communication,
activities and events arranged by a coordinator exposing all
employess to the Quality Process.

135
• Education Function: A series of Quality training
programs directed by a Coordinator ensuring
everyone understands the tools of problem
elimination.
• Measurement Function: A set of standardized charts
created by a Coordinator and utilized by individuals
or teams to objectively measure Quality Process
progress
• Problem Elimination Function: A formalized problem
identification and resolution method developed by a
Coordinatio and used by all employees to
permanently eradicate defects

136
Systematic approach to the problem-solving process
(Shewart, W.A)
• Plan
– It could be a retention plan or a dormitory security plan
– It is an area that needs improvement
• Do
– It involves translating the plan into action
• Check
– This is the data gathering step
– It helps us to compare the ‘do’ against the ‘plan’
• Act
– Begin formalizing those things that were successful and to make
changes to the ‘plan’ (in those areas where our expectations were
not met)

137
 TQM Process Control Plan
Process
• Includes the tasks to develop and administer assessments to report
tehcnical proficiency and to award Certificates of Technical Achievement
Process Control
• Includes the steps to achieve the process
Benchmark Analysis
• Are the observable evidence that was accepted as proof that the
process has been followed

138
Root-Cause Analysis
• After the process has been completed and evaluated,
Root-Cause Analysis can be used to examine those
elements that have not met the Benchmark Analysis
Corrective Action
• The plan to achieve the benchmarks as required of
the process based upon the results of Root-Cause
Analysis
Continuous Improvement
• Includes any changes to Process, Process Control, or
the Key Characteristic determined necessary through
Root-Cause Analysis

139
The book ‘Kaizen’ by Masaaki Imai
• Kaizen is a Japanese work for continuous development
• According to Massaki Imai, Kaizen strategy is the single
most important concept in Japanese management-the
key to Japanese competitive success
• Kaizen means ongoing improvement involving
everyone-top management, managers, and workers
• Quality is not meeting standards or quotas; it is the
natural outcome of process-oriented way of thinking
that becomes deeply ingrained in the culture of the
organization

140
Quality Management System Requirements
1.Scope
– Boundary of the systme
– E.g: In university setting: undergraduate/Graduate, teaching and
learning, research or extension
2. Normative reference
– Refer to ISO 9000-2000, Quality Management System-
Fundamental and vocabulary
3. Terms and definitions
– Supplier Organization Customer
– Customer
– Direct e.g students
– Indirect eg. MOE, other agencies

141
 Changes to ISO 9001:2000
(Version 1994-200)
• The main reason for the revision according to ISO is to give
users the opportunity to add values to their activities and
to improve their performance continually by focusing on
the major processes within the organization
• the process based approach:
• Plan, Do, Check, Act structure of the standards
• More clarity in areas such as facilities, work environment
and improvement
• Resources section, especially people
• Greater emphasis and involvement of top management

142
 Four Standards in the New Series

• ISO 9000: Fundamentals and vocabulary

• ISO 9001: Requirements
• ISO 9004: Guidelines for performance improvements
• ISO 19011: Management system auditing

143
4. Quality Management System
The three main elements:
i. Process: Core and secondary processes (how
they are linked, how resources are provided)
ii. People
iii. Document
• Version 2000 process-based approach
• Version 1995
• 4.1 Process-based approach (business mappimg)

144
4.2 Document requirements
• 4.2.1 quality objectives and policies
– Quality manual
– Documented procedures
– Documents needed for planning, operation and
control of its processes
– Records

145
• 4.2.2 Quality manual
• 4.2.3 Control of documents
• Control of records
• Difference of documents and records
-Documents -Guide books
-Quality policy -Evidence to show that a
-Procesdures procedures has been
-Work instruction carried out e.g check list
-Lecture notes

146
5. Management responsibility
5.1 Management commitment
5.2 Customer focus
– Direct : students
– Indirect: MOE, industries, other agencies,
professional bodies
– Ways of showing: dialogues, meetings,
involvement as committee, attachment, tracer
studies and etc
5.3 Quality policy

147
5.4 Planning
• ISO committee quality objectives, customer
charter
5.5 Responsibility, authority and communication
5.5.1 Responsibility and authority
– Organizational chart : Level of authority
5.5.2 Management representative
5.2.3 Internal communication

148
5.6 Management review
5.6.2 Review input (need to have before the
auditing process, once a year)
5.6.3 Review output
6. Resource Management
6.1 Provision of resources: Money, human,
material, machinery and methodologies
6.2 Human resources
6.2.1 Recruitment
6.2.2 Training
149
6.3 Infrastructure
6.4 Work environmeny
work safety and harmony
7. Product Realization (Realization of teaching
and learning programs)
7.1 Planning of product realization (Head of
Department and lecturers to give input)
Quality framework:
Activity Monitoring Approval Record Program

150
7.2 Customer-related processes
7.2.1 Determination of requirements related to
the product Customers’ requirements, student
selectiom
7.2.2 Review of requirements related to the
product
• Course registration
7.2.3 Customer communication
Notice board, meetings, academic advisory
system etc.

151
7.3 Design and Development
• Program development (Example)
7.3.1 Design and development planning (Need
identification of the program)
7.3.2 design and development input (Preparation of
program framework)
7.3.3 Design and development output
7.3.4 and 7.3.5 Design and development review and
Design and development verification (Review by
Departmental level until the board of governors)
7.3.6 Design and development validation (by MOE)
7.3.7 Design and development changes

152
7.4 Purchasing
7.4.1 Purchasing process
– Requests for purchasing, assess and reassessment suppliers
7.4.2 Purchasing information
– (Example local order, specification/proposal)
7.4.3 Verification of purchased product
7.5 Production and servise provision
7.5.1 Control of production and service provision
– Availability of infor describing the product e.g Academic
guide book, work instructions, master list of equipments,
monitoring and measurement (including lecturers
performance), release, delivery and post-delivery activities
(Administration of students grades)

153
7.5.2 Validation of processes for production and service
provision
7.5.3 Identification and traceability
– E.g program code, course code, CGPA, Schedule
7.5.4 Customer property
– Students assignments and thesis
7.5.5 Preservation of product
– Control of exam questions, how grades reach the students
7.5.6 Control of monitoring and measuring devices
– Calibrate of equipment used in teaching and learning

154
8. Measurement, analysis and improvement
8.1 Have improvements initiatives, use certain
statistical tools
8.2 Monitoring and measurement
8.2.1 Customer satisfaction (teaching
evaluation)
8.2.2 Internal audit
8.2.3 Monitoring and measurement of
processess (use of customer charter)
8.2.4 Monitoring and measurement of product
(Grades to students)

155
8.3 Control of nonconforming products
– Nonconforming services (NCR) can be traced from
complaints by students, during the auditing
process, daily execution of process)
8.4 Analysis of data
– Four types of data:
– Customer feedback
– Conformance to product requirement (customer
charter)
– Academic data e.g passing/failure rate
– Performance of suppliers
156
8.5 Improvement
8.5.1 continual improvement
8.5.2 corrective actions
– Analyze the problems and take actions against them
8.5.3 Preventive actions

157
TERIMA KASIH / THANK YOU
www.upm.edu.my
 MANAGING
ORGANIZATIONAL
CHANGE FOR
SCHOOL
 Learning Outcomes
Students are able to
• Describe the meaning of educational change/reforms
• Identify the types of change agents according to
scenario provided
• Evaluate the strategies of changes as suggested by
Robert Chin
• Utilize the Force-field Analysis to minimize the
resistance of change
• Apply the target of change appropriately
• Elaborate the resistance of change

160
 Terminalogy
• Invention
– The process of developing new technologies, projects, or
procedures for an organization
• Innovation
– Deliberate, novel, specific change, which is though to be more
efficacious in accomplishing the goals of system
• Organizational change
– The process of altering the behavior, structures, procedures,
purposes, of output of some unit within an organization
(Hanson,1996)
– Difference between individual change and organization change:
Individual change determined by personality needs and values
– Organizational change:Determined by more formal, structured
characteristics of a system (Kalz & Kahn)

161
• Government Transformation Program
• Institutionalization is a process of making a change routine; it
becomes part of the ordinary life of the school
• Cycle of change (Kurt Lewin):
– Freeze
– Unfreeze
– Moving

162
• Organizational innovation refers to organizations that strive to
break through, change status quo, develop characteristics in
terms of products, processes or services so that organizational
performance can be enhanced. (Zhao and Ordonez de Pablos)

163
 Michael Fullen

• Educational change is a process of coming to grips with the

multiple realitites of people who are the main participants in
implementing change.
• The leader who presupposes what the change should be and
acts in ways which preclude others’ realities is bound to fail.

164
 Educational Reforms

• 21st Century American Education Action in U.S.A

• Japan train the next generation with survival strenght
• European Union transform member countries into knowledge
Europe
• Singapore build thinking schools and learning country

165
 Elements of Innovatice Schools

• School excel when:

• Their leader are empowered to think big
• The entire community (all stakeholders) share a vision of
change
• The collaborate and explore best practices world wide

166
 National Key Result Areas (NKRAs)

• Crime prevention
• Reducing government corruption
• Increased access to quality education
• Improvements in the standard of living for low income groups
• Upgrades rural infrastucture
• Improvement in public transportation

167
 Education NKRA

• The four (4) thrusts:

• 72% enrolment across 4+ and 5+ cohorts by 2010
• 90% literacy and numeray by 2010 (LINUS screening Literacy
and Numeracy Screening)
• Target of 20 HPS (High Performing Schools) by 2010
• 2% of principals rewarded by 2010

168
 Units of Change (Sergiovanni)
• The individual
– Needs, interests, relationship
• The school
– School climate and school culture
• The workflow
– The change goals, the change targets, the change
protocols, the curriculum and teaching requirements, the
supervisory and staff development support
• The political system
– Administrative action, congruent reward system, budget
available, teacher union acceptance, school board acceptance,
administrative commitment, and community acceptance
169
 The Change Agents

• A change agent is a professional whose role is to

influence the clients’ behavior in a desired direction
• The responsibilities of the change agent vary from
complex to simplistic and tough to permissive
• The types of change agents:
– White-hat Change Agent
– Machiavellians Change Agent
– Guerrillas Change Agent
– The Hatchet man Change Agent
170
• White-hat Change Agent
• Most change agents fall into this category
• The change agent has an engaging personality,
maintains close bonds based on trust, and
practises democratic procedures at all time
• The steps to be taken by the change agent
(Havelock)
• Relationship: establishes a viable relationship
with the client system
• Diagnosis: Determine whether the client is
aware of his/her problems

171
• Resources: Identifies and obtain the resources
• Solution: Generates a range of alternatives
and makes a choice
• Acceptance: the change agent helps the client
system to develop awareness and interests by
describing, detailing, discussing and
demonstrating and finally adopt the
innovation
• Stabilization: develop the internal capability to
sustain innovation without the continued
presence of the change agent

172
• The Machiavellian Change Agent
• The change agent might choose to be quite invisible,
engineering events from behind the scene
• Rules for the agent (Baldridge)
• Concentrate your effort
• Know when to fight
• Learn the history
• Build a coalition
• Join external constituencies
• Use committess effectively
• Use the formal system
173
• Follow through to push the decision flow
• Glance backward when the change is
completed
• Hatchet men Change Agents
• Their arrival on the scene is a clear signal that
major organizational surgery has been called
for
• In the field of education, we dont see many
hatchet men change agents

174
• The organizational Guerrilla
• Guerilla change agents work from inside the organization,
usually as an employee
• The guerilla works against the formal leadership in an attempt
to bring about change
• Of all forms of the change agents, the guerilla is probably the
least understood

175
 Types of Change
• Planned change
• Conscious and deliberate attempt to manage events so that the outcome is
redirected by design to some predeterminde end
• Anyone can initiate a program of planned change, whether or not he/she is
formally change with the responsibilty of directing an organization
• Spontanous change
• An alteration that emerges in a short time frame as a result of natural
circumtances and random occurences
• It just happens
• No grand design directs course of events

176
• Evolutionary change
• Long-range, cumulative consequences of major and minor
alterations in the organization

177
Three strategies of Planned Change (Robert Chin)

1. Empirical-rational change
2. Power-coercive change
3. Normative-reeducation change
4. Environment-Adaptive (Fred Nlckols)

178
• Empirical-rational change
• The linkages between researchers and
practitioners
• It is related to knowledge production and
utilization (KPU)
• The aim is to bridge the gap between theory
and pratice
• Research, development, and diffusion (R, D
and D)

179
• Power-coercive strategies
• Willingness to use sanctions in order to obtain
compliance from adopters
• It requires that individual comply with the wishes to
those who are in position superior to theirs
• In empirical-rational and power coercie strategies,
organizations are made to change
• Both empirical-rational and power-coercive
strategies believe that best ideas are best developed
outside of the organization and the organization is
the target of external forces for change

180
• A normative-reeducative strategy
• Norms of the organization’s interaction-influence system
(culture) can be deliberately shifted to more productibe norms
by collaborative action of people who populate the
organization
• The shift from a close climate to a open climate (Andrew
Halpin)
• Moving from System 1 management sytle to System 4 (Rensis
Likert)

181
• Environmental-Adaptive Strategy
• Assumption: people adapt readily to new circumstances
• Change is based on building a new organization and gradually
transferring people from the old one to the new one

182
 Force-field Analysis (Kurt Lewin)
• Force field analysis is a management technique
developed by Kurt Lewin, a pioneeri in the field of social
sciences, for diagnosing situations
• Diagnostic in nature
• It allows the preparation of plans for specific action
designed to achieve the change sought
• The succes of such plans will depend on the clarity with
which the likely consequences of proposed action are
perceived
• For major organizational sub-system are:
-Task -Structure -Technology -Human

183
• Lewin assumes that in any situation there are both driving
and restraining forces that influence any change that may
occur
• Driving forces
– Driving forces are those affecting a situation that are pushing
in a particular direction
– They tend to initiate a change and keep it going
• Restraining forces
– Restraining forces are forces acting to restain or decrease the
driving forces
– Apathy, hostility, and poor maintenance of equipment may be
examples of restraining forces against increased production
• Equilibrium is reached when the sum of the driving forces
equals the sum of the restraining forces.

184
 To carry out a Force Field Analysis
• State the current situation
• Describe the ideal situation
• Identify where the current situation will go if no action is taken
• List all the forces driving change toward your ideal situation
• List all the forces resisting change toward your ideal situation
• Interrogate all the forces: are the valid? Can they be changed?
• Which are the critical forces?
• Allocate a score to each of the forces using a numerical scale e.g (1)
extremely weak (10) extremely strong
• Chart the forces by listing (to strength scale) the driving forces on
the left and restraining forces on the right
• The viability of the change programme can be affected by
decreasing the strength of the restraining forces or by increasing
the strength of driving forces.

185
Pressures for Organizationa Change Lunnerburg & Ornstein
(1996)
• Government intervention
• It is top-down hierarchy reforms
• Society‘s values
• Herzberg’s hygiene factors such as salary, job
security, working conditions, supervision,
organizational policies and status. The absence of
these factors result in employee job satisfaction
• The quality of work life: employee participation in
the organzation
• The values of equity and efficiency

186
• Technological change and knowledge explosion
• Part of it is due to research and development efforts
within an organization
• A great deal of development comes from outside
• Development of new technologies increases the
accessibility to higher education such as continuing
education courses, life-long learning and etc.
• Ict, smart schools, collaboration with BRITISH
Aerospace and INTEL, e-book and etc.

187
• Processes and people
• Process of factors include:
– Communication which is inadequate
– Poor quality decision making
– Inappropriate leadership
– Nonexistent of motivation
• People factors include:
– Poor performance of teachers and students
– High absenteeism
– High dropout rates
– High teacher turnover
– Low teacher morale and motivation
– Poor community relations
188
Targetting Process of Change Management
• Elements of the targeting process:
– Focus of change
– Level of change
– Potency of change
– Impetus of change
• Focus of change
– Its taks : from traditional forms of instruction to individualized
instruction
– Its structure: decentralization, departmentalization,
communication, channels and etc
– Its technology: introduction of computer-assisted instruction
and etc
– Its people: new skills, values, motivation and etc

189
• Level of change
• Wilfred Brown has identified four levels of an
organization:
• Manifest organization: portrayed by line-and-staff
chart that represents the formal organization
• Assumed organization: the conventional wisdom
about how the system actually works
• Extant organization: how the system actually works
• Requisite organization: this is an ideal organization,
the way how an organization should function

190
• Potency of change
• It refers to the degree which change requires a significant
departure from existing condition
• Level of potency depends on resources, time, energy,
power and goodwill that are involved in the change
initiative
• Impetus for change
• Three types of change (Getzels):
• Enforced change: Cultural dimension outside the
organization brings external pressure on the system to
which it must respond
• Expendient change: the mechanism of change is reaction
• Essential change: the mechanism of change is voluteerism

191
 Resistance to Change
(Mark Hanson, 1996)
• Resistance to change occurs at organizational level and at the individual
level
• Organizational level
• The educational system
• Centralized vs. decentralized system
• Bureaucratic organization
• Formal bureaucratic structure such as hierarchical levels, role
relationships, standardized procedures, control from the top, values of
disciplined and compliance and etc

192
• Superordinates have rights and subordinates have obligations (ABB011)
• A study by Moeller and Charts found that teacher in highly bureucratic
system had significantly higher, not loewr, sense of power than loose in
less bureacratic schools.
• Bureaucratic may not always be detrimental to change

193
• Accountability
• If test score are low, teachers are blamed. This will
lead to the wrong focus for initiating change
• Goal displacement
• Refers to a situation when following the rules
becomes the goal of the individual functionary or
even of the organization itself (Robert Merlon)
• Domesticated organization
• The domestication of schools builds in layers of
protective insulation (can be penetrated but not
easily)

194
• Costs: Time, energy, money
• In educational organizations, it is rather difficult to
obtain accurate measures of benefits as they relate
to costs
• Sunk costs also act as forces resistant to change
• Resistance cycle
• Four-stage cycle (Goodwin Watson)
– Stage one : resistance appears massive
– Stage two: the pro and con forces become visible
– Stage three : the battle between the pro and con is on
– Stage four : the supporters of changeis victorious

195
• Resistance to change at individual level
• Vested interests
• Vested interests come in social (dissolve of inform
group, social status), political (lost of power),
economic (source of income) and psychological
forms (insecure)
• Mobility expectations
• Three career motivational patterns (Presthus)
• Up-ward mobile
• Indifferent
• Ambivalent

196
• Search behavior
– There is evidence that the present procedures are
not working well and results in anxiety
• Psychological systems
– Psychological forces that generates forces towards
change (Goodwin Watson):
– Habit
– Primary (success from completing a task)
– Selective perception and retention
– Dependence
– Insecurity and regression

197
• Rejections stages
• Ignorance/lack of dissemination (The infor is not
easily available)
• Suspended judgment/data not logically compelling (I
want to wait and see how good it is before i try)
• Situational/ data not materially compelling (It costs
too much to use in time and money)
• Personal/data not psychologically compelling (I dont
know if I can operate the equipment)
• Experimental/present or past trials (I tried them once
and they aren’t any good)

198
• Resistance from lowerarchy
• The power in ther lowerarchy can generate forces that resist
change
• Lack of experimental ethic

199
Conditions for Succesful Change to Happen (Mark
Hanson)
• Anxiety, difficulties, and uncertainty are intrinsic to all
successful change
• Change is a journey where learning and adjustment
must take place
• Education change is a problem-solving process
• Change requires resources: training, materials, new
space, personnel and etc)
• Change in education needs integrated source of power
to direct it. Therefore the management of change is
better when it is carried out by a cross-role group

200
TERIMA KASIH / THANK YOU
www.upm.edu.my