Felicia Walker
EDAD 6301 - Online: Administrative Theory and Practice
Houston Baptist University
Enedina Flores
June 25, 2014
Abstract
School administrators face a myriad of issues on a regular basis. They include scarce
resources, ineffective teaching, test scores, parental relations, one-sided politics, and others just
to mention a few. Some issues are more problematic than others pending on the school, district
and/or community. However, these dilemmas and issues are not new. This paper explores why
Herbert Simons teachings on decision making resonates well with school administrators at
various levels. I go into depth analyzing the administrative model of Satisficing from a
schools perspective. It explores how the Administrative model of satisficing can be utilized in
the day to day decision-making, as well as the more complex matters that school administrators
may face. According to Hoy, Miskel and Tarter (2013), satisficing is simply, finding a
satisfactory solution rather than the best one. It is, a "handy blended word
combining satisfies with suffice" (https://www.wikipedia.com).
Background
The task of deciding pervades the entire administrative organization. A general theory
of administration must include principles of organization that will insure correct decision
making, just as it must include principles that will insure effective action (Hoy, Miskel, Tarter,
2013). Herbert Simon (1957a) was the first to introduce the administrative model of decision
making to provide a more accurate description of the way administrators both do and should
make organizational decisions. This is a decision-making strategy that attempts to meet criteria
for adequacy, rather than to identify an optimal solution called satisficing.
The action model of decision making utilizing the satisficing strategy has 5 steps in its
process. First, recognize and define the problem or issue as some problems are solved others
emerge. Second, analyze the difficulties in the existing situation, administrators operate in a
world of bounded rationality; that is, they limit the scope of their decisions so that rationality can
be approached (Gigerenzer, 2004; Simon, 1955, 1956, 1957a). Third, establish a criteria for a
satisfactory outcome, values are an integral part of deciding; decisions are not value free.
Fourth, develop an action plan or strategy decision making is a general pattern of action found in
all organizations and in the rational administration of all major tasks and functions. Three substeps fall under the process of developing an action plan (1) specify alternatives, (2) predict
consequences, and (3) deliberate and select a course of action. Fifth and finally, initiate and
evaluate your plan of action (Lunenberg, 2010).
Timeline in History
Classical theory
The classical organization theory was essentially introduced with the origins of
commerce, largely shaped the industrial revolution, dominated organization theory into the
1930s and remains highly influential today. The classical decision theory assumes that decisions
should be completely rational; it employs an optimizing strategy by seeking the best possible
alternative to maximize the achievement of goals and objectives. This closed-system rational
theory is perhaps too narrowly focused on production and reduces the human component to
simply fleshy machines. It does not take large-scale changes in environments into much
consideration (Shafritz, Ott and Jang, 2011).
Neo-classical theory
Herbert Simon was one of the first to attack the classical organization theory
approximately around 1945, near the end of World War II, through the 1950s Simon asserted
that organizational theory is, in fact, the theory of the bounded rationality of human beings who
satisfice because they do not have the intellectual capacity to maximize. He developed the
science of improving decision making through quantitative measures. It led to further research
and study relating to the humanness of organizational members, coordination needs among
administrative units, the operation of internal-external relations, and the processes used in
decision making. He was the leader in studying the processes by which administrative
organizations make decisions (Shafritz, Ott and Jang, 2011).
organization wants to be prepared to deal with. Decisions, such as implementing a new policy
mandated by the board, monitoring absenteeism among teachers, mediating student- teacher
conflicts, and interpreting disciplinary procedures. All these generic decisions can be
intermediary or appellate decisions (originating from above or below the principal in the
hierarchy). In most cases the principal should be able to handle the situation by applying the
appropriate rule, principle, or policy to the concrete circumstances of the case.
Unique decisions
Theres another subset of problems that administrators face that does not fall under the
umbrella of generic decisions. Simon calls these decisions unique and states that unique
decisions require more thoughtful and creative decision making. To think creatively, individuals
must be able to reduce external inhibitions on the thinking process, to make relativistic and
nondogmatic distinctions, to be willing not only to consider but also to express irrational
impulses, and to be secure and amenable to brainstorming (Hoy, Miskel, Tasker, 2013).
trying to find the best solution for big and small problems. At times, I believe my rationale can
exist only in perfect world scenarios. Although Ill continue to look for the best possible
solution when solving a problem it will be the best amongst several equally satisfying choices.
As an Educational Administrator this model will make for more effective, efficient decisions and
less procrastination and as an educational system, utilizing the administrative model, it will make
way for more solid teams taking risk by freely sharing ideas and cultivating a more creative
group of minds.
References
Hoy,W.K., Miskel, C.G., & Tarter, J.C. (2013). Decision making in schools. Educational
Administration: Theory, Research and Practice, pp. 330-339
Lunenberg, F. C. (2010). Decision Making Process. National Forum of Educational
Administration Supervision Journal, 27,pp. 2-5
Satisficing. (n.d.). In Wikipedia. Retrieved June 25, 2014, from http://en.wikipedia.org/wiki
/Satisficing#Etymology
Shafritz, J. M., Ott, S. J., & Jang, Y. S. (2011). Classics of Organizational Theory (7th ed.).
Belmont, Calif.: Wadsworth, pp. 92-95