ROADMAP TO LEADERSHIP

A strategy answers the question, “how can it be done?” Sybouts (1992) defines strategy as a “planned approach or process designed to accomplish the mission and goal of the agency” (p. 47).  For Nahavandi and Malekzadeh (1998), a strategy is “a comprehensive roadmap that states how a firm can reach its goal and achieve its mission” (p. 46).  From the above definitions, the nature and function of a strategy are discerned

Determining strategies

Schools, as well as any organization, are established to achieve set goals. As the above definitions make clear strategies are derived from goals. Strategies are created through interaction with the contingencies of the school. Hence, strategies are situation specific and situation sensitive. For example, the strategy that a company uses to market its product depends on the type of product, not on general marketing strategies. The formulation of a strategy, therefore, depends on the structure and values espoused by a school, for example. Broadly speaking, strategies operate at two levels. There are master strategies and simple strategies. “Master strategy is our perception of what the organization is all about. . . Simple strategy. . . is the art of using the organization’s resources to reach the goals defined by master strategy with minimal risk” (Haimann, Scott, & Connor, 1985, p. 75). A master strategy is a broad, general, and long-term action for achieving goals. Simple strategy is narrow, specific, and short-term. An example will drive home the point. A new principal may have a master strategy for improving acceptance of his/her aims and values. A simple strategy to realize this master strategy will be to give economic incentives to teachers to improve their morale.

Nature and function of strategies

Three dimensions of the nature of a strategy stand out in the definitions. A strategy is a plan, process, and praxis. First, there is a cognitive dimension that the definitions call “planned approach” and “comprehensive road map,” respectively. The cognitive dimension spells out the origin of the strategy. S. C. Smith and Piele (1997) endorse the view that “strategies originate in the minds of leaders as they confront the complexities of running a school. Two kinds of perceptions are really important: the way leaders view power, and the way they size up the situations” (p. 49). The cognitive dimension of a strategy involves an adoption of a course of action; that is, identifying, selecting, and setting parameters for the strategy.  Nahavandi and Malekzadeh describe the cognitive dimension of strategy as “strategic formulation.”  Second, there is the praxis or action dimension of the strategy.  This dimension is stated in the above definitions of strategy as “process designed” and “how a firm can reach.” “Strategy implementation,” as Nahavandi and Malekzadeh (p. 48) call this dimension, outlines the course of action that is embedded in the strategy.  It involves a commitment of prime resources like people, time, information, and facilities that operationalize the strategy.  Strategy takes advantage of contextual forces and opportunities.  Third, there is a goal dimension of a strategy.  Strategies are teleological.