EDF 401

UNIT 4
DECISION MAKING IN
EDUCATIONAL ORGANIZATIONS
DECISION MAKING DEFINED

Decision is simply what one intends to do

or a choice between alternatives but
decision-making is a process of making a
choice between or among various
alternatives considering the costs and
benefits of these alternatives.
IMPORTANCE OF DECISION-MAKING

It's one universal mark of a manager or an

administrator.
In educational administration, decisions have to
be made in relation to:
The management functions
Equipment, facilities and record keeping
The administrative task areas of the school head
In performing his decision-making roles the
headmaster may be seen as (a) an entrepreneur;
(b) disturbance handler; (c) resource allocator;
and (d) negotiator.
TYPES OF DECISIONS

Programmed decisions – {routine in nature, definite

rules & procedures, low risks involved, easily
delegated} these are the characteristics of
programmed decisions.

Unprogrammed decisions – out of the ordinary, new

and non-repetitive, no established procedures entail
high risk, depends on the ingenuity of the administrator
involved . Here the conditions determine what must be
done.
(Simon, 1960)
TYPES OF DECISIONS
Concerning school administration Griffiths has suggested a tripartite
classification of administrative decisions

Intermediate Decisions
 These types of decision do not originate with the school administrator
but are delegated to him by a superior in the organizational hierarchy
(e.g. the School Board).

Appellate Decision
 This type of decision is called for when subordinates refer matters to the
educational administrator for his disposition. Here, matters are just
referred to the administrator to use his disposition to determine what
should be done.

Creative Decision
 Creative decisions are those concerned with significantly improving some
aspects of education such as curricular programmes and admission
policies. It normally involves the initiative of the executive concerned.
DECISION MAKING THEORIES

Basically there have been two main

approaches to the study of
organizational decision-making, namely
the descriptive approach as exemplified
by Lindblom’s Theory of Muddling
Through: and
The prescriptive approach as
exemplified by the Classical Decision-
Making Model.
The Classical Decision-Making Model

It
presents how executives ought to
make decisions

Itcalls for a rational, deliberate and

systematic approach in the decision-
making process
Lindblom’s Theory of Muddling Through

Itpresents how executives do in fact make

decisions

This is a descriptive and non-rational

approach to decision-making. Looks at the
exigencies at the time.
at best administrators only “satisfice”, that
is, they look for a “satisfactory” or “good
enough” rather than maximize or reach the
optimal decision
 THE DECISION MAKING PROCESS

1. Identification and definition of the

problem
2. Statement of the desired state of affairs
3. Generation of alternative course of
action
4. Formulation and selection of the
preferred course of action
5. Implementation
6. Evaluation.
Participation in School Decision-making

Individual decisions desirable in( look at

de advantages)
◦ emergency issues
◦ where group has little knowledge
◦ when decisions are easy to reach.

Group decision/participative d-m

◦ members’ chance to voice their opinion
◦ promote esprit de corps
◦ boost morale helps increase productivity
◦ expert services utilized
 Zone of indifference
Decisions may fall within the teacher’s
“Zone of indifference” or

Fall outside the teacher’s “Zone of

indifference”
Modes Of Involving Teachers In Decision-
making
Discussion
Information-Seeking
Democratic-Centralist
Parliamentarian
Participant-Determining
Brainstorming
Delegation
 DELEGATION

Delegation of authority refers to the process

by which a superior gives subordinates the
authority to carry out an aspect of the
superior’s job

Whenever a manager delegates, he does

three things. He assigns responsibility
(duties), he grants authority, and he creates
accountability (obligation) for results
 Importance Of Delegation

Physical and mental limitations

Be free to concentrate on the more important
issues
Better and quick decisions
Improved morale, motivation, job satisfaction
Maximum utilization of the skills and
abilities of subordinates
Skills and competence are generated in the
subordinates – leadership training
 WHY MANAGERS FAIL TO DELEGATE
 possibilitythat something will go wrong
 Equating action with productivity – hyperactive
 organizational culture fails to recognize delegation
 Fear of appearing lazy
 Lack of understanding of what delegation involves
 Some subordinates want to avoid responsibility/risk
 Low confidence and trust in ability of subordinates
 Fear that delegating reduces one’s own authority
 A desire to ‘stay in touch’
 An executive’s lack of ability to direct
 Fear of subordinates as competitors
 Obstacles To Subordinates’ Accepting
Delegation

Fear of criticism for mistakes

Lack of free hands to operate
Lack of the necessary information and
resources to do a good job
Lack of self-confidence
Inadequate positive incentives
When To Delegate
When the task involved is simple or routine
When it requires subordinates’ acceptance
Whether the quality of the decision is most
important, and acceptance less so
Whether the expertise or experience of
subordinates is relevant
Whether subordinates’ competence and
reliability can be trusted
Whether the task of decision-making requires
tact and confidentiality
Whether the task requires maximum exposure
 Principles Of Delegation/Delegation Guidelines

 Expected performance levels be specified

 Assignment of task to who agree to do them
 Make sure subordinates accept the extent of and
restrictions on the authority and responsibility
 Give briefing, advice, training etc. necessary
 Resources for expected level of performance
 Written authority is preferable
 Authority & responsibility must be properly balanced
 Responsibility cannot be delegated
 Must be no doubts about boundaries of authority
 Decide which task can be delegated
 Decide who should get the assignment
 Be prepared to run interference, if necessary