學校組織發展을 위한 意思決定技法에 관한 硏究

A Study on the Decision-making Technique for Organizational Development of School

  Decision-making is a central responsibility of the educational administrator. Knowledge of decision theory should enable the educational administrator to sharpen and improve his decision-making skills.   The task of "deciding" pervades the entire administrative organization. Decision-making is a major responsibility of all administrators. Effective administration requires rational decision-making. An understanding of the decision-making process is a sine qua non for all school administrators, and is vital to successful administration because the school is basically a decision-making structure. Administrative decisions are often extremely complex, and rationality is limited for a number of reasons.   First, all the alternatives cannot be considered simply because there are too many options that do not come to mind. In addition, all the probable consequences for each alternative cannot be anticipated because future events are exceedingly difficult to predict accurately and to evaluate realistically.   Rationality is limited not only by the extent of an administrator"s knowledge but also by his unconscious skills, habits, and reflexes as well as his values and conceptions of purpose that may deviate from the organization"s goals. Individuals are not capable of making completely rational decisions on complex matters. Hence, most administrative decision-making is concerned with the selection and implementation of satisfactory alternatives rather than optimal alternatives.   In general, the decision-making process consists of five sequential steps:   1) recognize and define the problem or issue:   2) analyze the difficulties in the existing situation,   3) establish criteria of adequacy for the resolution of difficulties,   4) develop a plan or strategy for action, including the specification of possible alternative, the prediction of probable consequences for each alternative deliberation, and the selection of an action alternative,   5) initiate a plan of action.   The decision-making process is a set of interdependent phases that may be isolated and abstractly described. Consequently, the administrators look for solutions that are "good enough", and they are satisfied to ignore more aspects of reality because they considered them substantially irrelevant.   Simon points out that every decision involves two kinds of elements which called fact and value, and describes certain methodological issues that are able to analyze the structure of human rational choice. According to him, economic-man maximizes, and a selects the best alternative from among all those available to him, and looks for a course of action that is satisfactory or good enough. On the other hand, administrative-man satisfies rather than "maximizes", "optimizes". That is, administrative-man can make his choice without first examing all possible behavior alternatives and without ascertaining that these are in fact all the alternatives when he makes most decisions and solves the problems.   Barnard explaines that for each individual there is a certain area within which he will accept others without consciously questioning the authority. The size of the zone differs from individual, but is related to the concept of the subordinate and of the duties he would be assigned when he accepted employment with the organization. On the other hand, Simon explaines that a subordinate is said to accept authority whenever he permits his behavior to be guided by the decision of superior without independently examing the merits of that decision. The concept of zone of acceptance provides the basis for a model to help determine under what conditions to involve subordinates in the decision-making process.