MANAGING THE EDUCATION SYSTEM A BOOK IN HOXOIR OF PROF. O.E.M. FAGBAMIYE

Edited By

BR. R. A. ALANI

TABLE OF CONTENTSPreface

CHAPTERONE: An Overview of the Strategies and Challenges of

Implementing Universal Basic Education Programme.— A. D. Shofoyeke 1

TWO: Strategic and Resources Management in Nigerian Universities. — John O. Fadipe 13

THREE: The leaching Profession and Quality of Education: The Planner's Perspective.— Ephraraim E. Oluchukwu 26

FOUR: An Overview of Strategic Planning Process: Implications for Planning in the Ministries of Education.

— Taiwo Eniola Ajayi 38FIVE: Financing Higher Education in Uganda.

— Fred E. K. Bakkabulindi 47SIX: Problems of Teacher Education in Nigeria: Implications

for Educational Planning and Administration.— R. A. Alani 64

SEVEN: Administration of Literacy Education in Nigeria. — Mrs C. O. Oladapo 78

EIGHT: The Perceived Effects of Adolescents’ HeterosocialRelationship on Discipline in Selected Secondary Schools in Lagos Metropolis. — B. O. Makinde 91NINE: Toward Efficient Management of Adult Learning:

What the Adult Educator Should Do.— G. G. Oke 101

TEN: Leadership and Team Building in Organizations.— Maicibi Nok Alhas & Jide Owolabi 113

ELEVEN: Subordinates: The Determinant of the Super-ordinateLeadership Behaviour and Style.

— Maicibi Nok Alhas 127TWELVE: Factors Affecting Female Participation in Technical

Education in Nigeria as Perceived by Students of aFederal College of Education: Implications for Counselling.— Mrs. Ayoka M. Olusakin 140

THIRTEEN: Contrasting Academic Achievement of Streamedand Mixed Ability Groups in Secondary Schools in Abia State — P. O. Okunamiri & E. E. Ihuoma 151

FOURTEEN: The State of Science, Technical and VocationalEducation in Nigeria: A Manager's Proposalfor Revitalization. — Gboyega Ilusanya 160

FIFTEEN: Data Collection on Basic Education in Nigeria.— Mrs. O. Olalusi 170

SIXTEEN: The Principal as a Leader in the School Organisation — N. B. Oyedeji & Mrs A. T. Alabi 186

SEVENTEEN: Empowering Teacher for Effective Job Performance. — C. O. Fasan 195

EIGHTEEN: Team Management: An Effective Technique for the Administration of Nigerian Educational Institutions.— Mrs. N.Y.S Ijaiya & Mrs. A. N. Okorie 207

NINETEEN: Implementing Quality Physical Education and Sports Programmes in Primary Schools; The Risk Management Strategies. — E. J. Chom 228

TWENTY: Primary Education Policy Implementation: The Nigeria Experience. — S. A. Oladipo 244

TWENTY-ONE: The University Lecturer as Teacher: Implications for Staff Development. — A. A. Adeogun 244

TWENTY-TWO: Gender and Self-Actualization: An Educational Management Perspective. — Adunola Adepoju 258

TWENTY-THREE: The Role of Records in School Management.— S. A. Bello 272

TWENTY-EOUR: Decision Making in Nigerian Schools.— Virgy Onyene 291

TWENTY-FIVE: A Survey of Science Teachers Experiencesof School Principals' Leadership Roles in Science Teaching and Community Resource. — Temi Busari 303

TWENTY-SIX: Organisation and Management of SpecialSchools in Lagos State. — S. A. Oyebade 316

TWENTY-SEVEN: Funding Crisis in Nigerian Universities:Implications for Future of University Education. — Mrs. D. O. Otu & J. N. Daku 333

NOTES THE CONTRIBUTORS 351

CHAPTER EIGHTEEN

Team Management: An Effective Technique for the Administration of Nigerian Educational Institutions

Mrs. N.Y.S. Ijaiya, Ph.D & Mrs. A. N. Okorie, Ph.D

IntroductionSchools and universities are saddled with the onerous responsibility of preparing the youth for useful living in all its ramifications through appropriate arrangement and implementation of the school curriculum. The business of managing such a curriculum has never been a one-man affair. It takes the collaborative efforts of the head of school, the teachers and non-teaching staff to achieve school goals and objectives. In other words, teamwork has been the means by which schools try to achieve their stated goals. However, developing such a team and maintaining it is a major challenge to school management and success rate is not uniform across schools or departments.

Even though the organizational structure of the institution depicts the work relationships and delegation, it is not always easy or possible in a school or any formal organization that every member would operate through that framework. Some individuals may feel they prefer to work alone; others stray out of the group occasionally creating problems for effectiveness of the school. Work teams therefore need to be nurtured and developed if they are to be effective vehicles for achieving organizational goals. Also. management is said to involve working with and through other people to achieve organizational goals. In that case, working through a good team, is more likely to make the manager's job easier.

Furthermore, given the continuing growth of the Nigerian educational system as well as the expansion of services, programmes and managerial complexity (Denga, 2002; Alani, 2001; Nduka, 2001), another critical challenge lacing

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educational leaders in the administration of educational institutions today seems to be that of restructuring and reculturing. Restructuring deals with changes in the formal structure of educational system in terms of organization. roles, etc. Reculturing. on the other hand, is concerned with changing the values, norms, incentives, skills and relationships in the organization to promote a different way of working together. Reculturing enhances administrative functioning, teaching and learning in educational institutions (Bezzina. 2002). Consequently, the administration of the nation's educational institutions calls for revolutionary changes in the whole culture of philosophical, pedagogical and management techniques toward collegiality and collaboration among educational clientele - students, educators, administrators and other stakeholders. Creating such changes and conditions will require an effective management method and leadership to define the way forward.

Bezzina (2002) buttressed the fact that the strategic plan poses more challenges to educational leaders to strengthen their team management for effective implementation. Therefore, team management is imperative in the administration of educational institutions. However, building such a team requires knowledge and skills for its formation, workings and maintenance in order to achieve the desired outcomes, learn management is a simple concept, can be adapted to varying structures, and is easily implemented and enlarged. It should be cultivated since the decision-making processes within this context ensure inclusion and involvement of staff members affected by the decisions as well as an effective top-down and bottom-up line of communication. It also provides a means for evaluating continuous progress toward individual and organizational goals (Thompson, 1986).In team management approach, the Head of the Institution always stands as the group leader. Obviously, this technique cannot operate successfully in an institution unless the head supports the concept and strives to make it work. His or her position as the legal and accepted head of the institution p. not in any way diminished by conceiving of him /herself as the leader of a management team. Instead, it should be enhanced and strengthened. A management technique with these qualities would provide ownership of decision making and raise staff members" morale.

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Accordingly, the specific purpose of this chapter is to examine the concept of team management, its management principles, and the procedures for implementing team management in educational institutions. In addition, some essential components of team management as well as its strengths and weaknesses are explored.

The Concept of learn ManagementEverard and Morris (Coleman and Bush, 1994; p. 267) describe a team as “a group of people that can effectively tackle any task which it has been set up to do”. A team is not an ordinary group. It connotes more meaning than a group (Coleman and Bush. 1994). It even goes beyond committees. Teams are built to undertake identified tasks or activities. Being a team member is also in the mind and carries some mental or psychological connotations that plays significant role in the accomplishment of tasks. A member who is not mentally in the team can hardly cooperate fully with others. Coleman and Bush (1994. p. 267) borrowing from Bell, consider a team as a group of people working together on the basis of shared perception, a common purpose, agreed procedures, commitment, co-operation and resolving disagreements openly by discussion. Further, it is a structure whereby a number of people with different backgrounds, skills and knowledge, drawn from various areas of the organization work together on a specific and defined task. There is generally a team leader or captain. Us composition may vary from task to task. The actual number of team members depends on the team's responsibilities.

Team building thus involves “the process of diagnosing task procedures and patterns of human interaction within a work group” (Mullins, 1993; p. 646). The need to improve work performance and organizational effectiveness is the fundamental objective of team building. The process will pay attention to (i) work procedures in relation to the objectives; and (ii) interpersonal relationships including leader-team relationship, identification of barriers to effective teamwork and individual development (Mullins, 1993). Team building is the responsibility of the leader or manager

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Team management, therefore, involves building or developing a team and maintaining its performance toward improved organizational effectiveness. Kanter (l985, p. 197) views the team management concept as "a way of performing tasks that spreads opportunity and power." It is a participatory management using various ways of involving workers in decisions affecting their work.

Trethowan (1985, pp. 3-4) identities five possible teams in a school system:1. Senior management teams - aims and policy;2. Middle management teams - heads of departments, head of year;3. Staff teams - within departments or pastoral units:4. Project teams - ad hoc groups established to achieve short-term goals: and5. Interdisciplinary teams - comprise members from various departments to deal with long-term issues.

Importance of Team ManagementThe concept of team management allows for a collaborative effort thai is

considered a vital ingredient for the effective administration of educational institutions (Obanya, 2002). Collaborative effort gives administrators, educators and other stakeholders the opportunity to deal with complex educational issues as a group. While the Head or Chief Executive of the institution has the responsibility and authority to manage the school through team management, other school administrators have the chance to participate in setting administrative policies and translating these policies into administrative strategies. It is important to note that administrative policies are different from the Federal/State Board of Education policies. Administrative policies are goals that the management deem essential in accomplishing the mission of the school system which are reflected in the national policy. Administrative goals are translated into procedures - the plan for attaining those goals. These strategies are utilized by the administrators charged with managing a delegated function. They are implemented through the establishment of processes and procedures as they work with their staff in the daily operations of the school system (Rebore, 1985).

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For team members to function effectively, it is incumbent upon the team to state clearly the objectives and the role of each member of the team. Team members must learn to cope with conflict, effectively use paraphrasing, give and receive feedback, continually check the perceptions of others and use a two-way communication pattern efficiently. It is worth mentioning at this juncture that team management is not a panacea for all management problems. However, if it is adequately planned and implemented, it will lead to improved institutional effectiveness.

Management PrinciplesThe idea of team management as related to educational institutions' management could be traced to various management principles. The basic principles of McGregor's Theory Y arc crucial to the introduction of a team. Confidence must be exhibited in the ability, integrity, creativity and motivation of those to whom team goals are committed. McGregor (Beer and Spector. 1985; p. 499) opines that "management leans on a weak crutch if it relies too much on authority today'". Given the current complex social and political situation in schools the administration of an educational institution is likely to be weakened if the leadership relies solely on authority.

Similarly, the Scanlon Plan introduced by Joseph Scanlon, embodies the theory of effective participation which is a vital necessity in team management. This plan expounds "a formal method providing an opportunity for every member of the institution to contribute brains and ingenuity as well as physical effort to the improvement of organizational effectiveness" (Beer and Spector, 1985; p. 500). Implicitly obvious is that to favourably employ this management theory in educational management, a climate of mutual support among members of the team must be created. This gigantic assignment is the duty of the team leader. Personal efforts of each team member must be directed toward the success of the organization, thereby increasing each person's feeling of goal attainment. The type of relationship among members of the team determines whether the team will succeed or fail. The leader should be skilled both as a leader and us a team member. What this means is that the leader will be a participant in the making of

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group goals as he/she allows individual team member to use the greatest initiative and motivation. The leader must be able to accept and enjoy this position, as his/her commitment to the team approach will provide the basis on which other members of the team will build upon.

Procedures for Implementing Team Management Various types of approaches may be utilized to implement team management in an educational institution. According to Kremcr (1982. p.35), alter a strong theoretical and philosophical foundation for team management has been established, the basic processes would include:— Dialoguing with staff and determining who will be included on the

management team.— Determining long -and short-range goals for the organization.— Identifying task areas as a basis for designing job descriptions and setting

individual goals.— Holding formal meetings of the team on a regular basis. — Planning for periodic reassessment of progress toward stated individual

and organizational goals.

The administrative team membership may differ from one institution to another. For example, in a university, a team may consist of the vice-chancellor and the principal officers. In a secondary school, membership may comprise the principal, vice principals, bursar, director of guidance and counseling department, and other special project coordinators. Usually, every person who manages other members of staff for at least one half of his/her working period will be included as a member of the team. The team management approach is also applicable to each level within a school system.

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Team RolesIndividuals In a team should have a special contribution to make. One way in which a person can contribute to team effort is by presenting information and problems arising from his/her immediate area of major administrative responsibility especially such information and problems that have implications for decisions in other areas of administrative operation or have significance for the total effectiveness of the educational institution. Again, an individual can react to suggestions and proposed actions and the effect they may have in the area of his/her responsibility. In doing this, the person must have an adequate perspective of his/her area as it relates to others (Smith and Piele, 1989).

In executing the special role in the team, every member should clearly understand that roles within the team are complementary and not competitive. Team members also need to recognize that criticisms should always be directed toward ideas and not toward people. The roles of members imply significant ethical responsibilities and relationships (Smith and Piele, 1989). The different types of roles that individuals can play in a team as identified by Belbin (Coleman and Bush, 1994; p. 269) are shown in Figure 1. Care must, however, be taken in the composition of a team to ensure that some roles are not overplayed at the expense of the others.

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Figure 1: Belbin’s team roles (Coleman and Bush, 1994; p. 269).Type characteristics Positive Qualities Allowable Weaknesses

Company Translates ideas into Organizing ability. Lack of flexibilityWorkers Practice. Common sense and

Gets on with care and Integrity adaptabilitynow called thoroughness HardworkingImplementor Self disciplined

Loyal

Chair controls and coordi Enthusiastic. Not really creativenates. Driven by Assertive. Or inspirational.

Now called objectives. Utilizes Flexible.Co-ordinator team resources Strong sense of duty

Shaper Pushes to get the job Drive. Enthusiasm. Needs to be in charge.done. Challenges roles. Impulsive.Inspires. Commands respect. Impatient.Makes things Intolerance of Unduly sensitivehappen. Vagueness to critism.

Innovator Advances new ideas. Intelligence Prefers ideas toSynthesizes imagination. People.knowledge. Creativity. Ignores practical

Unorthodox. Issue.

Resource Identifies ideas and Very good at Lacks self-Investigator resources from networking. discipline.

outside the team. Positive. Impulsive.Questions and Cheerful. Quick to loseexplores. Sustains the team. interest.

Monitor Critical thinker. Interprets complex Over critical.Evaluator Analyzes ideas. data. Judgement, Negative.

Constantly reviews hard-headed, Intellectually the team. Objective. Competitive,

Sceptical andcynical.

Team Socially orientated. Stable, extrovert, Indecisive, canWorker Loyal to the team. good listener. forget a task.

Promotes harmony. Promotes strengths.Perceptive of feelings, Underpinsneeds and concerns. weaknesses.

Completer Drives for task Obsessed with detail. Anxious,Finisher completion - on time Strong sense of compulsive, can

and according to purpose. lower morale.Specification. Driven by targets.

Specialist Having pre-existing Contributes Narrow andSpecialist skills and specialist skills and specific vision.

(this role Knowledge. expertise.addedto originaleight)

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Components of Team ManagementIn team management, four of the most crucial elements in the process ol managing by collaborative practices are leadership, communication, decision-making, and the exercise of shared power and authority (Smith & Piele, 1989). None of these is considered to be more important than the other, but taken as a whole, they form the most significant functions within team management practices. Each of these is discussed briefly below.

LeadershipLeadership is a vital part of team management. It is wrong to think that team management eliminates the need for leaders. A very significant aspect of this approach is that it brings leaders and subordinates together in a forum of openness and trust and seeks to elicit ideas from other employees. The nature of management team requires competency and trust among all of the members of the group, especially the leadership. Those involved in team management must display qualities of professional perspective, the ability to coordinate functionally and the skill to motivate others. Being a head of department is quite different from being a team leader. The role of the latter includes building and maintaining the team, achieving the task and developing the individual (Adair. 1988; p. 44). The three roles are said to be linked and are interdependent. The leader is part of the team but at the same time must step out of the team to assess and fine-tune its performance.

The practice of teaming gives administrators the opportunity to keep up with the demands of daily routine, to know more about the intricacies of the school management systems and to make well-informed decisions based on the goal of the organization. The team leader's commitment to the organization and its goals is strengthened by the team interaction as well as his or her overall leadership abilities and communication skills (Vogt and Murrell, 1990).

CommunicationVogt and Murrell (1990) stress the importance of communication skills to team management. They argue that the single most important ingredient to successful team management is a flow of information to and from administrators and other

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management employees. Open communication contributes to more openness to change. It also influences the school’s relationship with the community.

Decision-MakingSeveral factors have engendered group participation. In school system administration for example, the factors might include the large growth of the school age population and increased citizens" interest and involvement in school matters. These factors have brought about community demands for participation in the decision-making process in the school system. Teaming then is like bridge building in that it brings everyone together to work for better education. However, simply having a voice in decision-making is meaningless unless each team member perceives the involvement as genuine and important (Smith & Piele. 1989).

Shared Power and AuthoritySome management experts view team management as an invitation to trouble. They claim that teaming creates more problems than it solves and that some administrative officers do not really want to share power and authority. These officers agree to use team management practices only to prevent negotiations and to put off the union movement. Others, however, take a more favourable position toward team management. They argue that officers who share power will be seen as effective leaders by their staff and by other groups within the school organization. In addition, school administrators need to realize that power is finite. Additional power can often be gained by giving a certain amount of clout to others (Smith & Piele, 1989).The key to the success of team management is involvement, that is, input. Team management concept employs a high degree of involvement among the people who will either implement or be influenced by management decisions. In short, the use of team approach is a way to seek more inputs and more involvement for problem solving in a changing environment with a more educated and sophisticated workforce. The distinction between ordinary school management and team management lies in emphasis and , scope (Smith & Piele, 1989). Mainly, team management:

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— involves the entire school system's operation;— is a long-term, continuous undertaking and not a one lime attempt;— is concerned with developing a positive organizational climate and job satisfaction;— is aimed at improving effectiveness of decisions through quality and acceptance;— involves a commitment to change from the top to the bottom;— is aimed at developing organizational competence and open

communication; and— involves establishing collaborative relationships and trust (p. 143).Strengths and Weaknesses of Team ManagementStrengthsThe strengths of the team management approach to administrative personnel, local schools, universities and the community served are many. Some of these as delineated by Bainbridge and Kvans (1982) are that team approach:— permits members to expand their horizons by participating in decision -

making process in all areas of the total school environment, thereby enhancing their professional development;

— generates a feeling of ownership and a high level of commitment as people have invested in the success of the decision;

— gives a feeling of involvement in working toward common goal;— improves communications and a higher degree of trust; — provides the wide con sensus that a large system needs in making

decisions;— builds up trust and staff morale; and promotes team work.

Some Weaknesses Team management:— requires more time;— enables some administrates to escape individual responsibility;— leads people to expect consensus in all decisions; and

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— may result in more outspoken team members dominating the process.

ConclusionThe changing needs of today’s education in Nigeria, the managerial Complexities and the increased number of demands laced by educational administrators provide a great evidence that effective management technique is imperative and a prerequisite to the success ol the administration of Nigerian educational institutions, learn management has the potential to become a powerful tool in resolving the issues emanating from the day-to-day administration of educational institutions, if it is adequately planned and implemented.

Team management simply put means managing an organization through collaborative efforts. It goes beyond mere organizing of workforce or role-playing. Team building is a conscious effort. It is gradual and takes time. However, its benefits are enormous for the leader, subordinates and the organization. It is supportive and complementary.

In the implementation process, it is vital that the participants be patient in their expectations to see positive results as time will be needed for training in team skills and building mutual trust and openness among team members. Care has to be taken to take full advantage of its strengths and guide against its weaknesses.

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