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The problem of developing strategy in education is that there is often a feeling of being unable to control, at the school level, what is happening because of externally imposed changes but this is, perhaps, an inappropriate excuse for not developing relevant strategies for the school. Some schools already have a strategic plan in order to realize their intended strategy. In spite of the fact that it is difficult to predict future changes, some aspects of a school’s activities are quite predictable or determinable while other aspects are less so but still need consideration. Q-sort technique will help to educate the leadership in school and determine the main areas of improvement and evaluation that require careful consideration.
Using the Q-sort technique, it is possible to evaluate items in relation to each other. In order to establish a strategy, it is important to understand the factors which determine the most appropriate approach to strategy development. Q-sort technique could help to evaluate a strategy development in relation to levels of environmental turbulence and of organizational and individual understanding. Q-sort framework is based on four perspectives of strategy: strategic planning and strategic thinking. During the process of education, a strategic planner should use a rank-ordering system. This process will help the leadership to analyze their potential and identify the most and the least important factors in strategic planning (Cook, 1995).
For each concept, a strategic planner develops rank-ordering items: most important (+5) to least important (-5). For instance, strategic planning is effective in an environment in which there is a low to medium rate of change and the school can understand, react to and cope with that change. While schools exist in a turbulent environment, there are aspects of their work that are more predictable (Marx, 2006). In such a situation the school can have a clear strategic plan for these definable parts of its activities. An example of a definable area would be pupil progression. Many schools should find it reasonably straightforward to plan that their five-year-olds become six-year-olds and then seven-year-olds and so on.
Strategic thinking can best be understood as a reactive approach. It is a process of learning by doing, through trial and error. When faced with adapting to, or coping with, low to medium levels of change, if there is a low level of understanding of that change, the best way to proceed is to attempt a number of activities and reflect on which have been successful and which have been less successful. In this case, the strategic planner should show how to rate the successful activities and not repeat the unsuccessful ones. Q-sort framework will help to draw a strategic path used for strategy formulation in the future (Cook, 1995). Using the Q-sort technique, the strategic planner will demonstrate a model of strategy in which one of the strategic responses or approaches is particularly appropriate to a specific combination of turbulence and understanding. For instance, it is possible to sort items using the following schemes: most like to most unlike in strategic planning (Marx, 2006).
In sum, the advantage of the Q-sort technique is that it articulates the best path for strategic planning whereby leaders in an organization articulate a sense of direction by drawing together their knowledge of the internal nature of the school with the external influences to identify areas in which the school needs to build capability and capacity to move forward. To create this awareness and sense of direction, the leader develops understanding by sharing images and experiences and using metaphors to build a picture of what an alternative direction or state of the school could be. Once this picture is established, then the dialogue and a school conversation can take place between all those working in the organization. This dialogue establishes a mental or cognitive map leading to a shared understanding amongst those working in the school. Only then is it possible to move to establishing a strategic perspective and defining outcomes and formal plans.
References
Cook, William J. Jr. (1995). Strategic Planning for America’s Schools American Association of School Administrators.
Marx, G. (2006). Future-Focused Leadership. ASCD.
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