Cornwall County School System Narrative

Cornwall County School System

Narrative Summary of the Case

Cornwall County School District is in trouble. Their schools are in desperate need of proper maintenance. The following case analysis presents an overview of the problems associated with the school system. The section will be divided into three succinct sections. Part a will provide a basic summary of the elements that are important to the case, Part B. will provide a discussion of the key persons involved in the case,. Part C will identify the central problem in the case..

Cox & Hoover (2002) state that inappropriate responses often stem from inappropriate input. This is the case with the Conrwall County School Board. When input into the system is destructive and selfish, it is likely that the output will be destructive and selfish as well. Lowell must unite the school board in this matter and he must unite the janitorial staff as well. It is likely that the new team will resemble a new team and will go through a similar process, as described by Tuckman (1965).

One could apply Erik Erickson's psychosocial theory to the situation, in order to understand the responses of the board members. The board, as a whole, particularly certain individuals appears to be stuck in the stage of identity vs., role confusion. No one appears to know what their role is and where they fit in the scheme of things. Therefore, all players are struggling for control and to determine where they fit in the scheme of the organization.

Lowell's key problem is how to motivate people. He wishes to motivate the janitorial staff into action. He also needs to motivate the board in assisting with these changes. Frederick Herzberg was one of the pioneers of motivational theory, as it applied to a work environment. According to Herzberg, money is not a primary motivator for many people. Lowell will have to find something meaningful to the janitorial staff in order to motivate them into better performance. The bullying tactics of board member in the past represent unethical practices on their part, according the definitions of ethical decisions presented in Herzberg.

Adam's equity theory on job motivation explains the low motivation in a system where not all employees are treated equally. In the Cornwall school, those employees who "know someone" are treated better than those that do not have close ties with board members. Thus, they are less motivated to do their work. McGregor's X-Y theory will play one of the most important roles in understanding the macro situation at Cornwall schools. Lowell is faced with the task to turning an authoritative style organizational structure into a participatory structure where worker feel satisfied and are motivated.

John Adair's action centered leadership model will serve as the basis for modeling a team approach to the staff at Cornwall County School. Kolb's learning styles theory will assist in the development of a formal training system for training janitorial personnel. Fisher's transition curve will help to understand and anticipate the stages that may occur as Lowell transitions the board and janitorial staff from an authoritarian to a team approach.

I (a) Case Summary

Cornwall is a city of 78,000 citizens, located 185 miles east of the state capital. Cornwall County School District serves this the city and surrounding county. Cornwall County is dominated by traditional values and the existence of a local "good ole boy" club who control the local political scene. The community is resistant to change and has a system with strong local ties to the community.

When Superintendent John Lowell came to the district, he inherited a school in crisis. Maintenance and cleanliness of the schools was in a deplorable state. As a result, the school was unable to attract people into the district. The local community was enjoying a local boom in high tech industries, but the deplorable maintenance problems within the district caused many potential new high-income earners to search elsewhere. Superintendent Lowell was faced with the problem of turning the county schools from a liability to an asset that would attract new people to the community.

Lowell sees the need for change, but the political atmosphere of the community is ruled by nepotism and political "favors." Lowell has an ineffective, largely illiterate, lazy janitorial staff to work with and a host of principals, who are willing to whitewash the situation and defend their staff. Lowell sees a need for standard operating procedures and standardized training for the staff. However, the board is resistant and fears the removal of relatives and friends.

Lowell is seen as an outsider, a newcomer with wild, new ideas. Lowell is seen as a threat to the local power structure, which operates by bullying and harassment. The community is not happy with the state of the schools, as they just put a lot of money into new schools. They expect to see them maintained.

Just when Lowell was at his wits end with the problem, in walks a young salesman with all of the right answers. As the young salesman presents his story, Lowell becomes convinced that this is the answer to all of their problems. The only problem that he has now is convincing the board. Lowell feels that the company will be an asset and will save them money. However, key board opposition, Harold Kirk, presented the economic downside and tried to raise fervent opposition to the plan. He feels that they can accomplish the same things as the outside contractor, only using internal resources that they already have. It is board meeting night, and committee has decided to defer the discussion to another meeting. It is zero hour and Lowell must decide what to do when the committee convenes in just a few minutes.

There are a number of issues that present as of primary concern in this case study. The key issue is that of organizational culture. The old culture within the school system was hierarchical. Although not single person was in charge, the board acted as the top of the hierarchy. Everyone else was somewhere else down the list, depending on who you knew or were related to. The bullying tactics of the organizational culture were typical in the earlier part of the century. Lowell needs to change this way of thinking and political system. However, he needs to do so gently, so that the old regime does not become defensive.

The board sees Lowell as an oppositional power to control and overcome. They may feel that Lowell stepped on toes when he went outside and consulted with ServiceMaster in the first place. The current political regime in the school district is based on power plays. Even though it is apparent that the old power structure is dysfunctional, the players are being true to human nature. They are resistant to change, simply for the fact that it means letting go of old patterns. They are resistant to change, even if it may be a change for the better.

Lowell realizes that tough financial times mean the necessity for lean management. Lowell's strategic focus is long-term, providing for permanent change within the school district. Lowell has his sights on the community and the ability to focus on the objectives of building the community. His perspective is a macroperspective, focusing on the needs of the entire community rather than the needs of a few self-centered board members.

The board members, on the other hand, are focusing on their own goals. Harold Kirk uses the excuse that they do not have the initial money required for the contract. He may have personal reasons, such as relatives that would lose their jobs, as the underlying basis for his arguments. His short-sided approach is evident by his avoidance tactic in the committee meeting. In analysis of the problem, one must weigh short-term and long-term costs and benefits associated with every option. The amount in question is only $75,000. It is likely that cuts could be made to come up with this amount.

Key Actors and Their Roles

John Lowell, Superintendent Cornwall County School District - new school superintendent, faced with the problems of poor maintenance and poor image in the school system. Needs to make drastic changes in the school system. The success of failure of his ability to do so will affect the future of the entire school system.

Meredith Davies, executive manager - recognized the problem and feels that the problems are lack of training and consistency in training. Her support could help to sway the decisions of other key actors, and the outcome of the project.

Bob Little, Salesman Service Master - wants to convince Lowell and the other board members that their products and services would solve all of their problems. His influence will sway the decisions of other key players. At times, he comes across as a trustworthy consultant with the interests of the school district at his heart, but at other times, he uses high-pressure sales tactics. It is difficult to predict how he will act in certain situations.

Harold Kirk, Board Member - Feels that they do not have the money to hire ServiceMaster, strongly opposed to hiring of outside contractors. Feels threatened by outside contractors, may have relatives who he has done favors for that may lose their job. Harold may have the ability to influence the rest of the board and sway their opinion through his strong opposition.

Other board members - Must decide whether hiring ServiceMaster is the correct or incorrect decision for building maintenance problems. Board members must decide whether to go with political ties, or financial concerns. Ultimately, the decision is in the hands of the Board, as a whole. They must decide what to do, after hearing the arguments of both sides. The other players can attempt to influence these players, but ultimately, it is their choice.

I- Central Problem

The central problem in this case is that old dysfunctional organizational must be changed to one that is efficient and that will take the organization into the future. Change management is never an easy task. There are many issues involved with this process. John Lowell is a newcomer to the system with new ideas, ones that challenge organizational culture. Custodial problems would appear to be the central issue, but they are only a symptom of the real underlying problems in the school district.

Organizational culture appears problematic at the very beginning of the case and continues to be an underlying theme throughout the case study. There is an underlying culture of fear in the school system. The entire community appears to be stuck in the past and afraid of change. The board members hold grudges against those that they did not vote for in the beginning. They are unable to let go of their losses and have a functional relationship. Busby states,

We've had a history of appointing principals and administrators in this county not necessarily on merit, or attitude, or performance ability, or on being pro-education, but on whom you knew, and on how well you were in cahoots with the superintendent and board members... It could be kinfolks, could be a political bloc of votes out there that several board members needed, or some big political muckety-muck in the county who wanted that particular person," (Cornwall Case, p. 4).

Later Busby states,

It was a dynasty that was set up, and you just didn't knock it....They could get on a telephone and run right back to that board member... The board member would either be so bold as to get up in board meetings and complain about it, or put someone's head on the chopping block because of it, or go to some office and take somebody down a notch or two: which is of course entirely wrong, but not uncommon."

These two statements summarize the prevalent culture of the school system. It is an authoritarian system, with a club of dictators at the top. Everyone else feels no choice, but to do as they are told, and not to raise a complaint. This group of self-serving individuals has no sense of team. The attitude is contagious and spreads throughout the rest of the school system. Lowell must develop a sense of teamwork among the board member, teachers and janitorial staff. He must find a way to get them going the same direction in order to make the improvements necessary in the school system. However, in order to do this, he must change the fundamental organizational culture to a more cooperative and functional one. This will not be an easy task.

Developing team-oriented culture within the school system will place the board in a problem-solution mode of thought, rather than a protectionist position, which presently characterizes the board. Developing a sense of team and commonality will allow the board to be proactive, instead of reactive. They will be able to develop solid long-term strategies, instead of reacting on an emotional level to a problem.

Core Concepts

Lowell realizes that one of the key difficulties that he faces with the board is political. He knows that his position as an outsider places him automatically at odds with key board members. However, rather than attempting to resolve the central problem, he charges into the custodial issue full force. His methods to gain board support are largely unsuccessful with the group. Up until this point, Lowell has focused on the maintenance issues, rather than working on changing the attitude of the board members to one of cooperation and solidarity. He should have recognized the problem as one with organizational culture, rather than the superficial symptoms associated with the maintenance department. If Lowell focuses on the core cultural issues within the school, many of the other problems will disappear.

The central problem in Cornwall County schools is that a culture exists, which separates and divides the staff and board members. Within this setting, there are a number of elements missing, which John Lowell needs to attend to before, he attempts to convince the board of changes that need to be made. For instance, the first missing element is that the school system lacks a cohesive vision.

Lowell needs to build culture from the ground up. The first step in uniting people towards a single cause is to present a unified vision. No mention was made of the vision or mission statement of the school in the case study. Considering the prevailing organizational culture, it is likely that one does not exist. Much of the theory regarding organizations and how to manage them effectively, stems from the corporate world. However, these concepts apply to any organization. A school is a corporation from a managerial standpoint. Therefore, strategic management theory applies the current case study.

Strategic management means planning for the future and building a firm base for the business to stand on. It means replacing outdated ideas and ways of doing things with ways that are fresh and will achieve group goals. (Cox & Hoover, 2002). The first stage in developing a cohesive organization is to set goals and make certain that everyone is working towards those group goals (Cox & Hoover, 2002).

The most apparent inadequacy in the Cornwall County School is that it lacks vision. Vision is the most important part of the strategic plan. One could argue that in a school system the ultimate goal is to educate the students. Although this unspoken goal must remain at the forefront of the educational system, other factors must be considered. Cornwall County schools have demonstrated that they need to be an asset to the community, not an eyesore. Although schools have an understood goal of educating students, once the vision is written down, it becomes tangible and small goals can be devised on the way to achieving the vision (Cox & Hoover, 2002).

Another characteristic of a successful organization is that there is a central focus, everyone is working towards the vision (Cox & Hoover, 2002). It is the role of the manager, in this case the superintendent, to make certain that the organization remains focused on the goals that need to be achieved (Cox & Hoover, 2002). Thus far, the Cornwall County School Board has no idea where they are going from one moment to the next. They react in ways that echo of a divide and conquer attitude. This will be one of the key difficulties for Lowell to overcome.

According to Locke & Latham (2002) goal setting has a motivational aspect. Lowell could use goals to set up a reward system in the schools and use goals as a means to motivate the janitorial staff. Goals also help self-regulation at work, leading to improved attendance and work performance (Locke & Latham, 2002).

Lowell is in the role of primary team motivator and builder. When he came to Cornwall County Schools, there was no sense of team. Lowell has the difficult task of building a team out of both the Board and the janitorial staff. According to Tuckman (1965), when teams first come together, they go through a series of stages. The first is the forming stage, where they come together in some form, this often causes conflict, as every member explores their boundaries. This is called the storming stage. After people have established their boundaries, the group normalizes and sinks into a set pattern of social interactions. Then the group begins to perform as a team to realize their objectives. The final stage of Tuckman's theory is that when the group changes for any reason, there is a period of mourning, and the team must reestablish group dynamics.

Section II - Identification of Case Issues and Application of Course Concepts to the Related Issues of the Case

When one examines the Cornwall County School Board, it is easy to see that the old board structure went through these stages. Even though the group is dysfunctional and the power structure is unbalanced, it still represents a normalized group. Lowell's entrance into the group caused a period of mourning over loss of the old ways of conducting business. His further insistence on change also causes a period of mourning in the group.

Lowell's key problems center on motivating people. He needs to motivate the board into making the right decision regarding or not to hire ServiceMasters as their contractor. He also needs to motivate the janitorial staff into better work performance. It us understood, that as far as job qualifications and readiness for the job, janitorial staff are lacking. However, even in these circumstances, employees can be motivated into better job performance and they can learn to take pride in the school and its public image. Erick Erickson's theory of psychosocial development also applies to the situation. Within the janitorial staff and the school board, no one appears to know where they fit in the organizational structure. There are no defined job descriptions or hierarchy. Expectations are unclear.

Herzberg's Motivational Theory plays an important role in understanding how to motivate people. For instance, it was found that worker's who had a higher degree of 'ownership' in the goals were more likely to strive to achieve success. Janitors have had policies dictated to them from above. They had no sense of 'ownership' in the problems or the solutions. According to Herzberg, this type of scenario leads to low motivation in workers. Workers who feel a sense of ownership develop pride in their work, which ultimately increases productivity.

J. Stacey Adam's equity theory on job motivation incorporates the concept that we compare ourselves to others and they when we feel that we are being treated fairly, or that we are at an advantage, our motivation is increased. However, when we feel that we are being treated poorly and that others have an advantage over us, we are not motivated to do our work. The nepotism and "favors" of the board give some an unfair advantage over others. Those that do not "know someone" do not see any opportunity for advancement. They also have no recourse when the friends and relatives of board members treat them unfairly. This situation has created a stratified atmosphere of the haves and the have nots.

McGregor's XY theory will play an important role in understanding the changes that must take place within the Cornwall school district. In this theory, McGregor divides managerial styles into two distinct types, X and Y. The X theory is that under an authoritarian management style, as currently exists at Cornwall Schools, workers behave in distinct patterns. Under the authoritarian style of management workers will dislike work and try to avoid it if possible. Most people will only work towards organizational goals and directives if they are threatened with punishment if they do not. Worker motivation under this style of management produces a worker who is unproductive and who is more interested in stability than anything else.

A theory management is called "participatory management" where the managers and workers strive for common goals. In this type of work environment, workers display self-control and self-direction. They work in pursuit of common goals without coercion. People often accept and seek responsibility. They receive award for exemplary performance. This is the type of organization for which everyone strives. Lowell is faced with the task of turning Cornwall Schools from an X organization to a Y organization.

According to McGregor's theory, certain characteristics typify an X style boss. They are often intolerant, issue deadlines and ultimatums, have a short temper, issues threats to make people follow instructions, is a one-way communicator, often scrutinizes expenditure to the point of a false economy, is relatively unconcerned about investing anything to gain future improvements. These traits characterize Harold Kirk and many of the other board members.

John Adair's Action Centered Leadership model will serve as a central theory for building a model that will serve the needs of Cornwall County School. Adair points out that leadership differs from management. Adair's approach uses three principals as its core. They are achieving the task, developing the team and developing the individual. Adair felt that these three functions could not be separated and that all three were responsible for the development of a successful organization.

Training will play an important role in developing consistency among the janitorial staff. Kolb's experiential learning theory will be applied to the current situation. Kolb states that there are four distinct learning styles, which encompass a four-stage learning cycle. According to Kolb, learning takes place in for distinct stages. They are concrete experience, reflective observation, abstract conceptualization, and active experimentation. The four types of learners are diverging, converging, assimilating, and accommodating. The janitorial training materials will be most effective if they address these differences in learning styles within the staff group.

The crux of this case is about change management and the need to develop a new way of doing business at the school. According to John Fisher's transition curve, workers and board members will go through a definitive set of emotions before they finally accept the new model. The first stage that can be expected is anxiety. This happens largely because people cannot picture the future. Lowell can help alleviate this anxiety by providing and disseminating a clear vision and goals for the school. He needs to paint a picture of the future at Cornwall County Schools, this has not been done to this point, which may have led to much of the opposition by school board members.

The second stage is happiness. At this stage, the shared view of the future is realized by others within the organization. Fear sets in after a period of happiness. When the change is imminent, people begin to realize that they will have to change their behaviors and that this may affect how people see them. After feat, people may feel threatened, as they are afraid of what their reactions will be in the new situation, in addition to these emotions, Fisher's theory also includes stages of guilt, depression, disillusionment, hostility, or denial. Members of the board and janitorial staff may experience any, or all of these emotions during the change process. Lowell needs to apply Fisher's theory to understand whey the person may be reacting this way. Then a plan can be devised for coping with these emotions.

The key problem in this case study is the need to change organizational culture so that it will be able to address the challenges of the future. However, there are also others issues involved in the case. Tackling the problems facing the school will require long-term vision and drastic changes within the organizational structure. However, the board still must decide what to do about the immediate financial decision. They must decide whether to find the $78,000 needed to hire ServiceMaster, or whether they need to focus on internal changes to resolve their problems. There are many financial decisions that need to be resolved and there are many potential resolutions to them. These financial options will have to be analyzed to find the best financial strategy for the situation.

Planning to resolve the financial challenges will require them to put conscious effort into the type of strategy that they wish to employ. They must decide how to resolve the financial difficulties in the short-term, but they will also have to focus on the future and decide where they wish to be in five years and then in ten years. Like the other issues facing the board, they need to develop a long-range strategy that not only takes care of their current situation, but that provides long-term security, while mitigating risks at the same time.

Research methods will play a major part in the solution to janitorial problems. Thus far, the janitorial staff has been criticized and received ultimatums. Supervisors have been consulted as to what they think the problem. They many answers obtained provided no insight as to the root of the problem. Research methods will play an important role in the resolution of this problem. A survey provided to janitorial staff would provide insight into the underlying cause of the problem. Quantitative and qualitative methods will provide empirically valid research results, as well as address any considerations that were missed in the situation analysis. The janitors and maintenance staff may have some creative solutions to the problem and they need to be provided a forum to air their ideas and concerns. A survey containing both quantitative and qualitative elements will provide insight as to the root cause of the problem and wills serve as a valuable tool in strategic planning.

Public policy analysis will be used to determine the impact of the decisions on the surrounding community. The case study mentioned that potential community members see the school as a major negative in the decision to move into the area. This has a negative impact on the community outside of the school. When people decide not to move to the area due to a poor image being projected by the school, it reflects poorly on the community. The community loses because they do not attract people into the highly lucrative technical fields. They do not receive the tax dollars from these sources as well.

The school fails to entice new people into the area, Regardless of their academic standings, what people see when they tour the school is a new building that has been allowed to go to shambles in a short time. This hardly demonstrates the type of leadership and attitude that provides security for the future. The image of the school has a measurable impact on governmental budgeting in the local area. The local government must make up for any shortages that the school produces. The school has less operating money, and the local economy suffers. Good schools are the backbone of a healthy local economy. Regardless of their academic abilities, the public will see the image that they promote.

The school also faces personnel difficulties that will require an examination of administrative law, as it pertains to the hiring and firing of personnel. The 'good ole boy' network has dictated and overrode sound personnel policy in the past. They did what they wanted and the personnel department had to comply or risk losing their jobs at the whim of board members. This type of harassment simply has to stop. Old habits are hard to break and this will undoubtedly be difficult task.

The actions of certain board members in regards to harassment and threats border on criminal and may present a risk of lawsuit to the school system. Thus far, the culture of fear has ruled, but in order for a new organizational culture to emerge these methods will have to go. This may quite possible require the dismissal of board members and other trouble makers who stand in the way of progress. Theses will not be easy decisions and the legal ramifications of each particular case will have to be considered. The risks and benefits of these actions will have to be thoroughly investigated. Not enough information was provided in the case study to make any definitive determinations based on administrative law, but these factors will have to be considered in the resolution of the case.

The management of staff falls primarily on the district human resources department. They may have to make to difficult decisions regarding long standing staff members, particularly if they wish to break the tyranny of the board. These decisions may not be popular with certain individuals, but they have to keep the good of the community and the school system as a top priority, not the selfish interests of a few individuals. Human Resources personnel will have to be creative in finding qualified individuals in the future.

Human resources will also play a major role in training of staff members. Improper training was found to be a key issue with janitorial staff. This issue needs to receive greater attention in order for the problems to be resolved. They may also have to institute a rewards and punishment program for the performance of janitorial duties. Some of the decisions and changes made in regards to staffing decisions will not be popular with a few individuals, but the needs of the organization as whole will have to take precedence in these decisions.

There are a number of issues in this case that will require decisions that may not be popular a handful of individuals. Unfortunately, these individuals have been in power for a considerable amount of time and their culture of rule by fear has become ingrained in the community mindset. This power structure must be broken in order to progress to occur. Resistance can be expected from those individuals, are they will more than likely raise a loud defiant cry against the new changes. However, they do not represent the entire community. Reactions from the community at large indicate that they are not happy with the way the school is being managed. Although, a few individuals may cause problems, the community at large will be the key stakeholders to benefit from these changes. It is the benefits to the community that must be at the forefront of decisions regarding these changes.

Public policy cannot exist to serve the needs of a few powerful individuals who choose to abuse that power. Public policy must serve the greater good and the needs of the community. It is easy to focus on those individuals who raise the loudest resistance, but they are not the majority in this case. They are only a few individuals in the community and do not even represent a fraction of the local population. That is not to say that one should ignore those individuals because they may have valuable insight and present a different perspective that is an important point. However, their opinions can no longer be considered the only opinion and must be considered the only option. If these individuals are the only things standing in the way of public progress, they must be eliminated from the picture, if necessary.

These core concepts will form the basis of the case analysis and solution. The key issues of the case are from the areas of organizational change, leadership theory, motivational theory and from team theory. A thorough knowledge of all of these areas will be necessary of Lowell to turn around the current situation. There are a number of areas that must be considered in the resolution of this case. Topic areas range from organizational culture, motivational theory, public administration, administrative law, financial planning, human resources and a number of other areas that must be considered in this case. This section of the analysis gave a brief overview of these theories and their relationship to the case. Now, let use see these concept in action as they apply to the case study.

Section III - Alternatives for Action

This case study has many underlying issues. Not all of them can be addressed immediately and simply. Some of them require long-term strategy and planning. The most important aspect of the situation is to consider long-term solutions that will result in a sustainable future for the school system. The immediate and pressing issue is what Lowell and Davies need to do in the next hour. The key issue in this decision is that to this point, no one has stopped to consider all of the alternatives. Every party has only considered the immediate and the now. The scenario is dominated by a prevailing lack of strategy and planning from all parties involved.

The root of the problem is that organizational culture needs to be changed in such a manner as to include long-term strategy planning, vision, and goal setting. In this board meeting, it became apparent that everyone was driving their cars down the road and no one had a destination in sight. They are only dealing with the road that is immediately in front of them. Almost everyone recognizes the problem and wants to fix it, but no one knows what the result looks like, or what solutions and alternatives will get them there.

The board is currently divided into those in favor or Lowell's plan and those that are adamantly opposed to it. At this point, as the case currently stands, there will be a winning side and a losing side. This is likely to cause resentment and further repercussions in the future. It will not result in a unified and focused board, but will serve to divide them further. Lowell and Davies must take action within the next hour. This is the most immediate and pressing issue in the case study. The alternative for immediate resolution of this issue will be the first to be discussed, and then the research will focus on finding long-term strategies, so that scenarios such as this can be avoided in the future.

Both of the opposing sides in this case present viable alternatives for action. The primary conflict in the situation arises from the fact that none of these alternatives has been thoroughly investigated by either side. Both parties were surprised by the responses of the other in the board meeting, This is the type of situation that needs to be avoided if the focus of the group is to find the solution that will benefit the district and provide permanent resolution to the current problems.

Alternative 1 - Push the Point and go for a Vote

At this point in the action, there has been a committee motion to defer action on the ServiceMaster contract for a month to attempt to negotiate a better contract. Kirk feels threatened and is likely to raise the greatest opposition to the proposal. This is where the leaders will be separated from the managers. The best use of the next hour for both Lowell and Meredith will be to take a deep breath, step back, and look at the situation from an outside perspective. They need to consider long-term strategy, rather than letting their emotions rule. This is not the Friday night Football game, and a "win" now is not necessarily the best long-term strategy.

Lowell and Busby can push the point, but if they lose, then there is only one alternative to consider in the future. This action is likely to result in further division of the board. Lowell is passionate about his alternative, but he has not given the other alternatives full consideration. This choice ends the issue one way or another within the next several hours. However, the ramifications of the decision, for better or worse, will last well into the future.

Lowell and Busby may win the hearts of the other board members and defeat Kirk. They will get what they want, but in the end, if this turns out to be a bad decision and ServiceMaster does not work out, they will take the full brunt of the blame. This will likely lead to resentment from those who were swayed to change their decision. This could even lead to endangerment of the jobs of Lowell and others.

The key strength in the plan to continue with a vote is that the issue will be resolved quickly. The strategy can be implemented and the school can be on its way to a cleaner and brighter future. The older power structure gets to retain their place of power and things continue to run as normal. This plan immediately saves the school $75,000.

The key weakness of the plan is that this plan may prove to be shortsighted. The real impact of the plan is not known. In the end, either plan could prove detrimental to the school district, as neither one has been properly explored. Casting a vote at this board meeting could have devastating prospects in the future. This alternative represents the great unknown and violates many of the major ideals regarding strategy planning and risk analysis.

Alternative 2 - Allow the Deferral to Continue

The second option is to not push to not recognize the committee minutes and to allow the deferral to continue. This option would give both sides, Kirk and Lowell, the opportunity to investigate the facts behind their proposed solutions. They could use this time to develop a plan of action based on their positions and present them at the next meeting. This option would allow the board to consider each plan of action and decide which would be of greatest benefit to the school district.

This option would allow both parties to draw out the short- and long-term implications of their strategies. They can weigh the benefits and risks. The key strength of this plan is that both sides can have sufficient time to investigate the possible repercussions of their plan. They can present information in a logical manner that is easy for everyone to understand.

The key weakness of this alternative is that it will not allow for quick action. Lowell and many others feel that the problems within the school are critical. If vote is deferred, the school district will have to wait to begin resolving the problem. This may cause even greater tension among staff and parents, who must continue to attend dirty schools.

Alternative 3 -Suggest Putting the Contract Out for Other Bids

Another alternative exists, which was not considered by either side. Thus far, only one contractor has been considered for the service contract. Lowell could allow the issue be considered in the board meeting and suggest putting the contract up for open bids to outside contractors. They could also present the potential solution of using internal assets, in addition to the proposed contractor bids.

The strength of this alternative is that it would allow ServiceMaster to submit a competitive bid. The board could make a side-by-side comparison of other contractors who might be able to service the facilities. They could compare, price, as well as services to determine which choice would be best.

The weakness of this alternative is that one could expect a dramatic opposition to this alternative by Bob Little. Up until this point, he thought that if he could overcome opposition to his proposal, it was an easy deal. His orientation is self-serving. He needs to get this contract in order to make himself look good for his company. He would be likely to react unfavorably to this alternative.

IV (a) - Method

The most critical factor in this analysis is that Lowell needs to make a major decision within the hour that will affect long-term resolution of the key issues facing the school. He cannot tackle the problems with organizational culture, strategic planning, human resources issues, or public image problems unless he takes the correct action at the board meeting. As with many executive decisions, there is no time for a thorough study of the alternatives. Lowell must make his decision of whether to push for a vote or to allow the deferral to continue.

Lowell must carefully consider all of the alternatives and try to analyze their strengths and weaknesses. He must decide which issues will have the greatest long-term impact on the future of the school system. He must do all of this within an hour. Lowell will have to try to look inside himself and be able to put the heat of the committee meeting that took place just a few minutes ago, behind him. He must shed all of emotional tension of the meeting and consider his long-term vision for the school. He must do this fast, as the moment to act is quickly approaching. This is where the leader must know themselves well enough to be able to put themselves second, regardless of their feelings.

IV (B) - Criteria

In this case, the criteria for the immediate decision that must be made are different from the short-term and long-term decisions that must be made. The most important criteria in the immediate decision are that Lowell needs to consider the impact of each of the three alternatives on the short-term and long-term objectives of the school system. The decision facing Lowell in the next hour is only the beginning of dramatic reforms that need to take place in order to make the visions of the school become a reality,

The most important criteria for deciding which alternative is best, is the long-term impact of the decision. In highly charged emotional atmospheres, it is often difficult to consider the impact of the decisions that one makes on the long-term future. In this case, Lowell needs to use these long-term impacts as the key criteria for the decision that he must make. Only if he approaches his actions from a strategic standpoint, can he have the resources to make the political and structural changes in the organization that will result in long-term improvement. After his actions at the board meeting, he will have more time decide the most important criteria for selecting the proper solution to the janitorial problems.

Action Orientation

When one begins reading this case study, it would appear that the central issue is which decision to make in regards to resolving the maintenance problems using internal resources, or by hiring ServiceMaster. Only sketchy information and opinion was presented in the case study. There are many pragmatic issues in a number of areas that need to be considered in order to make a good decision in this area. We have major figures, highlighted by both sides, but we do not have specific budget information as far as exact staff numbers, salaries and budgets are concerned.

There has been no long-term impact study performed on either alternative to make a valid strategic decision. Lowell will demonstrate better leadership ability by allowing the vote to be deferred until a comprehensive study of both alternatives could be conducted. If the board convenes and a vote is to be case, Lowell must present his position that upon reconsideration of the issues at hand he feels that the decision should be deferred until a more thorough investigation of both alternatives can be conducted. Lowell then needs to develop a plan for resolving the other issues within the school district.

Strengths and Weaknesses

If Lowell decides to defer the decision of whether to hire an outside contractor to resolve janitorial issues, it is likely to have a number of impacts, both immediate and in the future. The weaknesses of the plan to defer are immediate and have short-term results. One of the key impacts that it is likely to have is that Bob Little may feel that Lowell has switched sides on him. Others on the board and in the community may see him as weak for not "sticking to his guns."