Don,
Good on you. I speak with some feeling as a member of a Scottish school
board.
I'm enthusiastic about the introduction of targets but I share some of
your concern about the process of introducing them - you're dead right
about the culture.
Your comments on involvement sound basically sound. My only concern is
with a phrase you use ....
"Perhaps by giving them some ownership of the PROBLEM at the earliest
stages we can create an atmosphere where management and staff work
together in a positive and collegial manner."
It may sound trite and simplistic but shouldn't we see this as an
opportunity - or at least sell it as that ;) Any group you bring together
will have to understand the value of targets and see it as one part of the
overall vision of the school you want to co-create. I can see the reaction
- unless your staff are the exception - if you present it as "here's
something the Education Authority want us to do."
The Education Authority seem to be trying to drive culture change with
process. Business process re-engineering failed when it modified the
processes without addressing the people issues.
Exam targets as part of a set of measurable criteria which define
"Success" in your school can be valuable - but only if the key people
understand the part they play and have been involved in developing the
overall vision.
Orrabest,
Paul
Paul Foley
Director
Kynesis - orchestrating organisational change
7 Burnside Road
Glasgow
Scotland
G73 4RF
Tel: (0)141 634 5423
Fax: (0)141 634 5220
email: paul@kynesis.co.uk
web: www.kynesis.co.uk/inform
--Paul Foley <paul@kynesis.co.uk>
Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>