Management of ChangeIn institutional management, Management of

Change holds the key position all over the world.

The head of the institution occupies important position in initiation and managing the process of change

Head of the institute are accountable for organizational growth and decay

Total Quality Management (TQM)

TQM means quality in all aspects of organization.

The quality needs to be redefined from the narrow criteria of achievement of students in examinations to a holistic approach to quality of life in schools.

The system as a whole has to be taken care. Quality is not incidental or accidental. It is a planned and deliberate process. It should be on a continual basis

Industrial Product - Several Attributes that determine quality:

Functionality, durability, repair-ability, shape and size, design, colour, uniqueness, cost, etc.

Quality depends upon perception of the user or the customer

Service Sector:

- punctuality, time, cost, courteousness, speed, accuracy etc.

- Quality depends upon client’s perception

Education Sector

Parameters of Quality

PerceptualExceptionalPerfectionValue for moneyContinuous improvement

Quality Management Issues

Absolute versus Relative QualityAbsolute Quality: Last words, highest standards, expensive, uniqueness & prestigious, very few people can afford- Shaffers Pen & Rolls Royce Car- Indian Institute of Technology in India

Relative Quality - Several products, services or organizations are

compared at a given time - Same organization over time - be the best and stay there - Best is absolute concept but the best among the

better ones gives the relativism - for staying there need continuous move - Comparing quality of a consumer product is a

reference to relative quality

TQM: Systems ThinkingInstitution based management for

developmentEach institution comprises several sub-

componentsInter-relationship and inter-dependenceDevelop a holistic thinkingLook at the organization as a complete

organism (systems thinking)

Educational Institution as a System

Input – process – output ModelSub-systemsIdentify Sub-systems & understand their

inter-relationships & interdependence

Vision Mission & Goals; Academics; Personnel; finance; Infrastructure; Linkage & Interface; Student Services; Rules & Regulations; Institution Building Process and

Managing People at work

Systems Thinking (contd.)

Sub-systems vary from one another but are interdependent

- finance, infrastructure: concrete & measurable

- Vision, mission & goals: abstract in nature

- Academic activities, students services, managing people at work: organizational process

Systems Thinking (contd.)

Academic Management:- Admission- Curriculum- Instruction- Co-curricular activities- Student Assessment

Systems Thinking (contd.)

Instruction contains: - Classroom teaching, - home assignments for students, - project work, - Lab. Practical, - field visits, and - OthersSchool should be seen as total organism, not as

fragments of activities and structure

Planning for Implementation

An Essay on the School - Documentation of the perception of a

teachers & staff about the school - Enormous difference in perception - share & cross check each others belief &

bring it into open

Planning for Implementation (Contd.)Identification of areas of improvement - list the areas of improvement - specify a minimum number of improvement

areas - compile and tabulate to find common &

divergent views - discuss again to find out problem areas of

improvement in the school - the exercise helps in diagnosing individual ans

collective shortfall and identifying common areas of improvement

Planning for Implementation (Contd.)

Institutional assessment - structured - Qualitative and quantitative - Pattern of growth can be diagnosed - trend data assess changes and development

Planning for Implementation (Contd.)SWOT Analysis- Tool for organizational diagnosis- Useful for reflection- Decision making- Evaluation- Whatever idea you wish to consider think

in terms of strength, weakness opportunity & threat

Planning for Implementation (Contd.)

Vision, mission & goals - build up a shared and acceptable common vision, a mission and a set of goals

- What would be your organization after ten years

- After five years- After three years

Planning for Implementation (Contd.)

Vision 10 years

5 years 3 years comments

Teacher Quality

Student Quality

Programes

Performance

Infrastructure

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Planning for Implementation (Contd.)Prioritization- All the goals and improvement cannot be

achieved at the same time- Prioritize the activities- Pick one or two items at a time

Planning for Implementation (Contd.)Resource assessment and allocation - four types of resources: 1.financial, 2.human, 3.infrastructural and 4.time - allocate against each activity these

resources

Planning for Implementation (Contd.)Evaluation and Monitoring - develop the mechanism of monitoring

activities at every step - also mechanism of evaluation to assess

the success

Implementation

It implies conversion of each of the planned item into action

Concepts in Leadership

1 Designated leadershipAscribed leader

2 AutocraticDemocraticLaissez Faire

Autocratic leader takes the decision and hands it down to subordinates for implementation

Social setting is hierarchic & non- collegial

Democratic leader consults others on important matters and takes collective decision

Laissez-Faire-leadership is indicated when things are left to happen, often characterized by

- Absence of initiative- Absence of intervention- Absence of Intervention- Absence of Monitoring

Leadership StylesTelling Style:High concern for task but low concern for for

relationshipLeader instructs to carry out the tasksSpecifies the time, method of carrying out the

tasksQuality of the task outputLeader is prepared to stake relationship for

accomplishment of tasksHard-task masterDictatorial style

Leadership Style (Contd.)

Selling StyleHigh Concern for task and high concern for

relationshipLeader ensures task accomplishnent with

predefined quality & time without staking relationship

SalesmanThis is an important style when the principal

introduces innovation (Delphi Technique)

Leadership Style (Contd.)

Participating StyleHigh concern for relationship but low concern

for taskReverse of telling styleLeader stakes task accomplishment for

maintaining good relationship“Mr.Nice man” or “Madam Nice”Leader participate in the task accomplishmentWhen routine, monotonous but necessary

work have to be done for the organization

Leadership Style (Contd.)Low concern for relationship & low concern for

taskWhen things are allowed to happenLaissez-Faire Not taking any responsibility of

anythingDelegation is a purposeful decision

Situation Leadership & Style Preference Style PreferenceThis style indicates the style of preferenceLeader opts for one of the four stylesThe most frequently chos

Style FlexStyle flex is indicated by the flexibility with

which one can change and adopt style as required by a situation to be effective

Style EffectivenessChoose right style according to the situation

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