Chapter 6
Decision Making: Quality and Acceptance
Chapter Overview
The purpose of this chapter is to examine the process of decision making in schools and to
discuss practices and procedures used by school leaders to make quality decisions that are
acceptable to all stakeholders. First, students are provided a definition of decision making that
includes a general overview of several approaches school leaders use to make decisions. Then, a
discussion is held on the involvement of faculty members and other stakeholders in the decision-
making process. The chapter concludes with a description of barriers and traps that can inhibit
decision effectiveness.
Through these scenarios, students have an opportunity to practice selecting appropriate
decision-making alternatives and involving faculty and other stakeholders in the decision-making
process. Also, students can examine activities in these scenarios and relate them to ISLLC
impacting the other.
Learner Objectives
After reading this chapter, completing the prescribed activities, and addressing the discussion
questions, students should be able to:
❖ Define decision making and discuss several approaches effective school leaders use to
make quality decisions.
❖ Describe how leaders involve faculty members and other stakeholders in the decision-
making process.
❖ Identify and describe barriers and traps that can inhibit decision effectiveness.
❖ Establish and implement decision policies that ensure educational success for all students.
❖ Act with integrity, value diversity, and bring ethical principles to the decision-making
process.
❖ Describe the connection between communication and decision making and discuss how
each process has the potential of negatively or positively impacting the other.
❖ Describe various group decision making techniques and identify situations in which they
can be appropriately used.
Chapter Outline
Introduction
Defining Decision Making
Selecting the Process
Decision Outcome
Approaches to Decision Making
The Normative Theory
The Political Model
Autocratic or Participatory Decision Making
Selecting a Decision-Making Style
Group Decision Techniques
The Dialectical Inquiry Technique
Barriers and Traps that Inhibit Decision Effectiveness
Groupthink
Overuse of Groups
Fair Process
Avoiding Hidden Traps
Acquiring an Understanding of Self
Deepening Your Understanding
Practicing for the School Leaders Licensure Assessment
Suggested Readings
Professor’s Presentation
• Hold a Conversation with students on Decision Making in Schools. Use the
Power Point “Decision Making: Quality and Acceptance” to Highlight the Key
Concepts.
Discussion Questions
1. Describe an approach that a leader can use to ensure decision quality and acceptance.
2. Name four (4) group decision-making techniques and give a practical school situation in
which each is appropriate.
Key Terms and Concepts
➢ Decision Quality
➢ Decision Acceptance
➢ Leader Disposition
➢ Decision Models
Key Theories/Decision Models
There are a number of theories that explain processes of decision making in schools. In this
chapter some of those that are essential to effectiveness in 21st century schools are analyzed. The
theories analyzed are:
✓ The Normative Theory
In-Class Activities
1. Students are asked to individually identify a problem that has occurred in their schools.
Then, form groups, discuss the problem identified by each individual and select one to be
addressed by the group. Having selected the group problem, group members should
discuss the problem and reach a solution utilizing one of the techniques from the chapter.
2. A fight occurs in a hallway of the school and a large number of students are running
Course of Action
Divide the class into groups and have each group identify the steps to addressing this
situation. Each group should use material from the chapter to support the action steps
suggested.
1. Which of the statements listed below is not a characteristic of the Delphi technique?
a. Members of a panel discussing an issue face-to-face
b. Members of a group making anonymous inputs
c. Members of a group discussing feedback
d. Members of a group interacting
2. Which of the following is the biggest advantage of the participative technique for
decision making?
a. It is less time consuming
b. Employee suggestions do not have to be utilized
c. Individuals making a meaningful contribution to the attainment of organizational
objectives
d. Subordinates think they are making a contribution when they really are not
3. Which of the following is not true of decision making?
a. Decision making is defined as choosing between alternatives
b. Decision making plays a vital role in most leadership functions
c. A great deal of specific attention is devoted to it by classical theorists
d. Decision making can be considered a part of the leadership process
4. The model of decision making depicted by Simon:
a. Is rational and maximizing.
b. Ends up being satisficing and bounded.
c. Both A and B
d. Neither A nor B
5. The objective aspects of a decision that affects the performance of the group are best
identified as:
a. Decision acceptance.
b. Decision quality.
c. Both A and B.
d. Neither A nor B.
6. Which of the following decision making models allows the school leader to make
decisions while avoiding unanticipated consequences?
a. The Garbage Can Model
b. The Incremental Model
c. The Administrative Model
d. The Political Model
7. If a school leader elects to involve a faculty member in the decision-making process,
he/she should ensure that:
a. The individual is willing to participate.
b. The decision is in the individual’s zone of concern.
c. The individual has expertise in the area.
d. Both B and C
8. A group of teachers reviewed each of three (3) series of textbooks and expressed different
levels of satisfaction with them. In this situation, what type of approach should the leader
use to reach a decision?
a. The committee has done the hard work, now the principal should simply select a
series.
b. An autocratic approach
c. A participative approach
d. Brainstorming the approach to use.
9. Decision acceptance and quality refers to:
a. Decisions that drive the work of a few individuals.
b. Decisions that inform leadership.
c. The performance of the group
d. None of the above.
10. If a school leader elects to involve a faculty member in the decision-making process,
he/she should ensure that:
a. The individual is a stakeholder.
b. The individual will research a possible decision alternative.
c. The individual has expertise in the area of the issue in question.
d. The individual is a team player.
11. A leader that is concerned about the organization and its effectiveness should strive to:
a. Communicate the circumstances behind the decision.
b. Involve people in the organization that will be effected by the decision.
c. Convert restraining forces to driving forces.
d. All of the above
12. The analytical model of decision making involves a series of steps in solving a problem.
However, in making a decision using these steps:
a. The leader’s disposition and judgment plays a role.
b. It is always necessary to involve stakeholders.
c. The Classical Model of decision making must be considered.
d. The Mixed Scanning Model must be considered.
13. If a school leader was desirous of selecting a group decision technique to address a
complex problem when two completely different and contrary positions were being
considered, he/she would be well advised to select the:
a. Nominal Group Technique.
b. Delphi Technique.
c. Dialectical Inquire Technique.
d. Brainstorming Technique
14. Which of the following is not a true decision making barrier or trap?
a. When decision-making is considered a part of the process of leadership
b. When groups become so cohesive that members resist challenging ideas to
maintain the integrity of the group.
c. When members of the group are bias and do not reveal that bias.
d. When too many people are involved in the decision making process.
15. A principal can increase decision acceptance by:
a. Involving individuals who will be affected by the decision.
b. Involving individuals who will have to implement the decision.
c. Both A and B
d. Neither A. nor B.
16. A principal can increase decision quality by:
a. Working with individuals who support the decision.
b. Working with individuals who have knowledge in the area of the decision.
c. Working with individuals who are knowledgeable of how to conduct inquiry into
change.
d. Working with individuals who focus on obtaining equity in decisions making.
17. There are several approaches to decision making and many researchers have noted that
there is no one best way to make effective decisions. Making effective decisions in
schools is contingent on the nature of the situation and the process used by the leader.
When leaders follow a series of prescribed actions to make a decision or reach a solution
to a particular problem he/she is being advised by:
a. A group decision technique.
b. The Descriptive Theory.
c. The Vroom and Jago Model.
d. The Normative Theory.
18. Mr. Williams, principal of the school, asked you to advise him on a technique he could
use in collecting information, communicating that information to the faculty and
community, and identifying data-driven instructional strategies. These strategies would
need to be supported by the faculty and endorsed by experts in education. Which of the
following would you recommend?
a. The Nominal Group Technique
b. The Delphi Technique
c. The Brainstorming Technique
d. The Dialectical Inquiry Technique
1. Describe a major decision that has been made in your school. Then describe the process
that was used to make that decision. Explain who was involved in the decision process
and why.
4. Giving consideration to the decision-making concepts discussed in this chapter, define
your decision making style and cite at least two indicators to support your selection.
Power Point
The Power Point on the web that supports this chapter is titled, “Decision–Making Strategies.”
Professor’s Scenario Am I Going to Graduate
Jimmy Walker, a student at Sunshine Elementary School, was preparing for graduation from the
sixth grade. His parents had invited all his relatives to attend the graduation exercises.
However, three weeks prior to the date of graduation, Ms. Clementine, the principal of the
school, sent a letter to Jimmy’s mother advising her that Jimmy had not met the requirements for
graduation. She further advised that Jimmy had 18 unexcused absences and according to state
policy, no student could graduate from sixth grade with 18 unexcused absences.
Two days later, Superintendent Jenkins requested a visit with Principal Clementine. Upon
arrival at the superintendent’s office, the superintendent questioned Principal Clementine
regarding the issue. After her explanation, Superintendent Jenkins asked, “What’s the big deal,
The Query
As principal, if you were interested in maintaining positive school/community relations and an
effective interpersonal relationship with the superintendent, what action would you take upon
returning to your school? Identify a theory or theories to underpin your actions.
Chapter 6