Leaders in an educational organization are constantly involved in the decision-making process to solve routine challenges and problems of practice in an effective way to achieve an organizational goal. “Effective leaders try to quickly identify the cause of the problem, and they provide firm and confident direction to their team as they cope with the problem.” (Yukl G, 2012, p.70) It is, therefore, important for leaders to recognize the nature of the problem and then act accordingly to solve it quickly. Simple neutral problems can become negative or generic problems if ignored (Hoy & Miskel,2008, cited in Cardno C., 2012) which can lead to complex problems or dilemma if not handled appropriately. Dilemmas are ill-structured problems and require
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& Miskel, C, 2012), the effectiveness of involving teachers in decision making depends on upon the appropriate combination of leadership style with the timely decision rules. For improving the quality and enhancing the acceptance of decision (Vroom and Yetten, 1973) suggested a complex but effective model of five decision-making styles including Autocratic, Informed-Autocratic, Individual consultative, group-consultative and Group-Agreement. An autocratic style is suitable if the quality requirement of the decision is low and the decision does not hold much importance for employees, however, a leader needs to involve other members if the decision is crucial and there is uncertainty about the acceptance of that decision. The main constraints for this model are time and staff development. Hoy and Tarter Model, the zone of acceptance are also useful in deciding whom to involve or not in decision-making collaboration. It suggests that if the staff is located within the zone of acceptance, their involvement will be less effective whereas if they are located outside the zone of acceptance their participation will be effective. To understand zone in which the decision falls, (Bridges,1967, cited in) suggested two tests, the test of relevance and the test of expertise. According to these tests, if the staff does not have any expertise related to the problem and have no personal stake in the outcome, they are not required to be involved in decision-making however if the outcome is relevant to staff and they have the expertise then do involve them in decision making.
To understand the appropriate degree of collaboration (Cardno C., 1990) presented a model of categories of collaboration including information, consultation, discussion, involvement, and participation. To avoid frustration among staff, they should only be involved to the extent or degree that is required not beyond
& Miskel, C, 2012), the effectiveness of involving teachers in decision making depends on upon the appropriate combination of leadership style with the timely decision rules. For improving the quality and enhancing the acceptance of decision (Vroom and Yetten, 1973) suggested a complex but effective model of five decision-making styles including Autocratic, Informed-Autocratic, Individual consultative, group-consultative and Group-Agreement. An autocratic style is suitable if the quality requirement of the decision is low and the decision does not hold much importance for employees, however, a leader needs to involve other members if the decision is crucial and there is uncertainty about the acceptance of that decision. The main constraints for this model are time and staff development. Hoy and Tarter Model, the zone of acceptance are also useful in deciding whom to involve or not in decision-making collaboration. It suggests that if the staff is located within the zone of acceptance, their involvement will be less effective whereas if they are located outside the zone of acceptance their participation will be effective. To understand zone in which the decision falls, (Bridges,1967, cited in) suggested two tests, the test of relevance and the test of expertise. According to these tests, if the staff does not have any expertise related to the problem and have no personal stake in the outcome, they are not required to be involved in decision-making however if the outcome is relevant to staff and they have the expertise then do involve them in decision making.
To understand the appropriate degree of collaboration (Cardno C., 1990) presented a model of categories of collaboration including information, consultation, discussion, involvement, and participation. To avoid frustration among staff, they should only be involved to the extent or degree that is required not beyond