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outcome is making an accurate assessment of the nature of the problem and matching
the strategy to that assessment.

Chain and Benne’s approach can be extended to the other perspectives
discussed in this book. Leaders may acknowledge the significance of the subjective
model by providing scope for the expression of different interpretations of events. In
situations of ambiguity head and principals may eschew direct involvement in decision
making and concentrate on structural and personnel matters. They decide where issues
should be resolved and select staff in tune with their own educational philosophies
rather than expounding their own views on how issues should be resolved.

By matching their managerial strategies to these perspectives, leaders dem-
onstrate the relevance of theory to practice. An appreciation of theory enables the
practitioner to make a more accurate diagnosis of the problem and fit the response
to the situation. Managerial flexibility requires conceptual pluralism and this in turn
depends on a real understanding of the range of possible approaches. It this book
contributes to such an understanding it will achieve its purpose.

Reference

Baldridge, J.V., Curtis, D.V., Ecker, G. and Riley, G.L. (1978). Policy-Making and Effec-
tive Leadership. Jossey Bass, San Francisco.

Becher, T. and Kogan, M. (1980). Process and Structure in Higher Education. Gower,
Aldershot.

Best, R., Ribbins, P. and Jarvis, C. with Oddy, D. (1983). Education and Care. London:
Heinemann.

Bolman, L.G. and Deal, T.E. (1984). Modern Approaches to Understanding and Manag-
ing Organisations. San Francisco: Jossey Bass.

Bush, T. (1986). London: Theories of Educational Management. Harper and Row, (1988).
reprint by Paul Chapman Publishing.

Chin, R. and Benne, K. (1974). ‘General strategies for effecting change in human systems’.
In Bennis, W., Benne, K. and Chin, R., Planning of Change. London: Holt,
Rinehartand Winston.

Cohen, M.D. and March, J.G. (1986). Leadership and Ambiguity – the American College
President. Harvard Business school Press. Boston (first published 1974 by
New York: McGraw-Hill.