Strategies and principles of management and conflict resolution.pptx

Management strategies

1. E FFECTIVE MANAGEMENT SKILLS AND CONFLICT MANAGEMENT IN SCHOOLS A presentation by emmanuel obu (mr)

2. T he goals

3. PEOPLE PROCESS PERFORMANCE Needs Structure Planning Roles Decision Making Setting Objectives and Goals Relationships Feedback Task Skills Reward Monitoring and Evaluation

4. It is the process whereby a manager or leader uses resources in an organization by drawing up formal plans, organizational structures and monitoring strategies to achieve results. The manager is therefore the one who uses the available resources in an organization to achieve maximum results. The manager also creates an internal environment that enables others to work efficiently and effectively. Heads of educational Institutions are managers because they are expected to use the available limited resources to achieve the desired results.

5. Planning is a systematic process for attaining the goals set by an organization and prepares the organization for the future. Analyzing the present situation or conducting situational analysis Environmental Scanning- considering internal and external factors that may affect the intended goals ( SWOT ANALYSIS – streng th s , weaknesses, opportunities and threats) Setting SMART objectives – specific, measurable, achievable, realistic and time bound. Determining the most effective means of achieving the objectives (using action plan)

6. Why is planning important in the management of our institutions? Why do many plans fail?

7. This involves arranging the necessary resources to carry out the plan. Financial and material resources – Arrange and allocate the necessary material resources to accomplish the goals Human resources – Create a structure that will establ i sh relationship among employees. (Use of organizational chart) Job description must be attached to every position. Staffing – It involves obtaining and developing employees within the organizational structure. NB – Heads must develop and post the organizational structure in their offices.

8. This involves arranging, guiding, leading and overseeing (supervising) employees to achieve organizational goals. This requires the Head to be more involved in teachers activities such as: Preparation of lesson notes and plans Teaching methods and presentation Teaching and learning outcomes Relationships and attitudes towards work

9. Setting standards and using the necessary mechanisms to measure performance against the set standards. Controlling also involves taking corrective measures such as Auditing – to control financial resources Stock/ Inventory taking – to control material resources Staff performance appraisals – also to control human resources

10. PERFORMANCE APPRAISALS RECORDS are normally used to measure the performance of employees. It should be done each year and corrective measures in the middle of the academic year. Information on employee must be confidential The appraisal must live above reproach to appraise subordinates objectively without fear. Appraisal records must be utilized to enhance the performance of the employees Heads in some cases may use it against incorrigible employees.

11. Motivation is a means of getting employees to put forth their maximum effort. It is the pivot around which all managerial functions revolve. Sources of motivation include: Financial reward Recognizing the efforts of employees Praising them and encouraging them to do better Awarding prizes Recommending employees for promotions Showing concern in employees problems Interacting positively with employees

12. TECHNICAL SKILLS – These consist of the basic kn o wledge related to a particular profession and they vary from one profession to the other. HUMAN RELATIONS SKILLS – It is the knowledge about human behaviour and the ability to cope or work well with them. RELATIONSHIP BASED ON MATURITY AND COMPETENCE In an institution, working well with people will depend on your ability to study their maturity and competence level.

13. This approach can be used to analyse the maturity and competence levels of employees GROUPS DESCRIPTION RELATIONSHIP STYLE TASK BEHAVIOUR RELATIONSHIP BEHAVIOUR (COMMUNICATION LEVEL) S1 Immature and Unable Directing High Low S2 Unable and Willing Coaching High High S3 Able and Unwilling Motivation / Support Low High S4 Able and Willing Delegating Low Low

14. Treacherous and rebellious Managers may have te n dency to develop hatred for them Managers must motivate and support them

15. This kind of relation is based on emotional management which is vital in enhancing a conducive working environment. It is made up of the following: Self Awareness – ability to understand yourself, your emotions and impact. Self Management – ability to manage your own emotions by keeping disruptive emotions and impulses under control. Self Esteem – attitude of developing confidence, respect and likeness for oneself. Mutual Trust and Respect – attitude of trusting and respecting one another. Social Awareness – ability to attune to how others feel and to understand situations. Managing others – ability to guide the emotional tone of others.

16. DEFINITION OF CONFLICT “ Violent Collision; a struggle or contest” Fight; struggle ( of opinions, desire “Opposition or disagreement”) A state of disagreement or argument, between two opp o sing groups, ideas or principles From the above definitions, conflict involves A struggle, disagreement or opposition Two groups, ideas or principles

17. Marxian Theory – It perceives that conflict is necessary and inevitable for change, growth and development in any organization. It is not pathological Social Scientist and Industrialist must encourage it. Conflict must be managed as a resource Functionalist Theory – Holds that conflict is undesirable. It must be identified as disruptive and pathological Conflict must be resolved as early as possible

18. Proprietor and Headmaster or Headmistress (Private schools) GES and Heads of Institutions Heads and Teachers / Non-academic staff Students and Teachers Teachers and Teachers Teachers and Heads / Administrators Proprietor and non-academic staff School and Community

19. Withdrawing / Avoiding Keep away from conflict area or parties and use committee to investigate and give feedback Withdrawing one or more of the parties from the resolution process or conflict area Confronting Facing the parties involved and give immediate attention in resolving the conflict Compromising Accepting some of the views and feelings of other parties than yours or the laid down rules. It is used when temporal solution to a complex problem is needed or parties are equally powerful.

20. Forcing Making parties involved adhere to laid down rules and regulations Smoothing Reducing the sensitivity of the conflict while at the same time taking appropriate steps. Here the manager may pretend that nothing is happening. Integrating Using variety of ideas from different sources to solve the problem. It is used when one party alone cannot resolve the a conflict or when resources of different parties are needed to address the conflict. Dominating The manager uses his discretion and influence and goes all out to achieve his desire by ignoring the needs and expectation of the other party. It is used when subordinates lack expertise to make technical decisions.

21. Win-win : working through differences to achieve creative solutions to satisfy both parties. It is used Opp when there is a need to work through animosity and hard feelings. Win-lose : using one party’s strength as an advantage over the other. Lose-Lose : identifying the weaknesses of both parties. Negotiation – The manager who acts as negotiator engages in dialogue between the parties with the intention of reaching an understanding or resolvi n g a point of difference. Mediation – The manager (mediator) engages in confidential decisions with the view of assisting the parties in reaching a settlement. Mediation is non-binding and confidential but prepares the ground for subsequent arbitration or court proceedings. Arbitration – is a settlement technique in which a third party reviews the case and imposes a decisi o n that is legally binding for both sides. It is a t e chnique for the resolution of disputes outside the court. Decision reached in arbitration are accepted by the court.

22. Show affection, love and understanding T reat each staff as a person of worth Avoid any attempt to scold, disgrace or ridicule the offender in public A pproach each case with an open mind forget t ing about a person’s past or weaknesses Exercise patience and investigate thoroughly every issue withou t jumping to conclusion Be accessible and do not surround yourself with favourites or sycophants Move out of office regularly and interact with employees Show interest in your staff affairs without necessarily becoming a nuisance.

23. W H AT IS FUND RAISING? It is the process in which an organization or institution designs plans to generate funds to undertake a project. In an educational institution, fund raising may take place when a project has been identified and there is a need to mobilize funds other than the normal source of income (e.g. F ees) to undertake such project.

24. CONDUCTING SITUATIONAL ANALYSIS OR FEASIBILITY STUDIES Have an objective for raising funds Identify the target group (those who assist in raising the funds) Where there is no interest, the head must design strategies to make them develop interest in the development of the school.

25. INTERNAL TARGET GROUPS

26. EXTERNAL TARGET GROUPS

27. THE MESSAGE TO THE TARGET GROUP The message is made up of details of the project that will justify the purpose for which the funds are been raised. It is made up of the project proposal with an attached profile of the school.

28. Project Proposal Writing Outline Title Page (Cover) – Date, Project Title, Location of Project, Name of Organization Background – Description of the Situation, Factors that prompted the formulation of the project, the needs of the target group as a justification for the project. Use figures, historical facts and statistical data to enrich the background. Goals and Objectives – These should address the problems in the background Beneficiaries (Target Group)- Indicate their number, characteristics, reasons for vulnerability, locations, etc. Activities and schedule for each activity The institutional capacity (management structure including human resources for the activities) Cost estimate (cost of inputs at each stage of the project) Monitoring (how financial resources would be monitored)

29. Profile of the School Outline Background of the school (History and Geography of the school) Mission Statement of the school ( Unique purpose of the school) Vision (Expected long accomplishment of the school) Key Facts about the school Type of school (co-educational, boys or girls, day or boarding Age range Number of Pupils Number of teachers Denominational Affiliation Aims and Goals of the school Academic and Vocational Programmes Extracurricular activities Notable achievements Campus Events

30. CONSENSUS BUILDING This is the pivot around which all the steps in fundraising revolve The various leaders and stakeholders must arrive at a consensus to raise the money. The head must form committee among stakeholders to develop strategies and initiatives and to plan strategic campaigns.

31. THE MEDIA T he Head must use the Media to sensitize the general public on the project Internal Media – Any message delivery vehicle over which we can exercise direct control. Letter by Post Letter by Email Speeches delivered by staff Announcement on TV, Radio, etc.

32. External Media - Any message delivery vehicle over which we do not have direct control. Daily News Papers W eekly News Papers Television Stations Radio Stations Magazines NB: We may communicate with them by holding Press Conference

33. Identify a project for your school and write a proposal for funding using an acceptable outline. Attach the profile of your school.

34. Ability to analyse information and objectively see what should be done. Decision making is a process of selecting an alternative course of action to solve a problem. A manager solicits many alternative actions and comes out with the most appropriate through consensus building to sole a problem.

35. Identify the problem Identify the cause(s) of the problem Develop several alternatives / measures to solve the problem Identify the most appropriate alternative. NB: A decision is arrived when the most workable measure is identified. Implementation of the decision (Decision represents the voice of the people and must be collectively implemented with commitment) Consensus Building is key and must be used throughout the decision making process.

36. Time man a gement is a set of principles, skills, tools and systems that work together in getting more value for time with the aim of improving the quality of work.

37. Planning Failing to plan is planning to fail Plan each day Plan each week Plan each term Update your plans Avoid procrastination Procrastination is the thief of time Do not postponed what you have to do for the day, week, or term Delegate people to do some of the work You can accomplish more when the right people assist you Do not be afraid of failure Be optimistic

38. Time table – Indicating the time allotted for each subject or activity Attendance Records – Indicating reporting and closing time Movement Records – Indicating whereabouts of employees Logbook – Indicating the various events that occur in the school

39. VALVERDE GH MEDIA e [email protected] 0241525244