Page 330 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Educational Management

Notes problems on an exam, and dropping a low grade are examples of little things that can be done
to reduce student fear. Teachers must balance their roles as educators versus evaluators. When
asked, most professors will readily say that their job is to educate their students; however, the
amount of time they spend on evaluation tends to contradict this view. On the faculty and staff
side, fear can also play an important role. If a high price must be paid for failure, few people
will be willing to risk experimenting with a promising new innovation, thus keeping a process
improvement out of the system. If a teacher would like to try an innovative teaching technique,
the effort should be applauded even if it is a failure. Certainly something of value will have
come from the experiment. Researchers must have the opportunity to fail without the fear of
demotion or lack of promotion opportunity. Fear is a powerful emotion and can have very
negative effects on the performance of an organization.
9. Break down barriers
Encourage cooperation, not competition. Encourage the forming of cross-function teams to
address problems and process improvements. A team made up of faculty, start, and students
(perhaps from more than one department) will have a broader perspective in addressing issues
than a more narrowly composed committee. When addressing a problem in the registration
process, address it with a team consisting of representatives from every involved organization—
faculty, advisors, students, registrar, computer services, etc. A solution devised by only one
organization will usually have a negative impact on some other organizations. Bringing everyone
in on the decision process will usually result in a better solution, and certainly one that is easier
to accept.
10. Avoid obsession with goals and slogans
Just telling someone to do good is meaningless without the means to achieve that goal.
Management must improve the processes so that the goals can be achieved. Stating that 80% is
the minimum acceptable score on an exam will not by itself achieve that goal. Stating that goal
and then providing excellent instruction, arranging for study teams, giving extra help where
needed, etc., will give the students a much better chance for success.
11. Eliminate numerical quotas
It is often said that numbers are the crutches of poor supervision. On the assembly line, this
principle is easy to see; in the academic setting, it is not as obvious but just as true. If there are
quotas established for ‘x’ number of papers per year or ‘y’ number of majors enrolled, quality
will decrease. The number one priority should be quality. Only after the process is designed so
that quality is assured should the questions of quantity be addressed.

Developing a mission statement is not a trivial task; it requires a real understanding of
just why the organization exists. The mission statement is also hierarchical; the
department’s mission depends on the college’s mission, which depends on the University’s
mission, and so on.
12. Remove barriers to pride of workmanship

Pride is a strong motivator. In the academic setting, pride certainly flows from personal and
group achievements, but there is also a good deal of pride in the institution as well. Often this
institutional pride is a result of having survived the program, but it can also stem from having
had a part in the development of that program. If the students are included in some of the
decision making processes, they will develop a strong pride of ownership that can have a
significant impact on their attitudes. A step as simple as talking to student representatives
about their concerns can change an antagonistic faculty/student relationship into a cooperative

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