B 475800
Functional Organization and Research
Education
By
M. R. Keyworth
Superintendent of Schools
Hamtramck, Michigan
Presented before the
Department of Superintendence
of the
National Education Association
of the United States
February 1929

B 475800
Į
Functional Organization and Research
Education
By
LB
2805
K43
M. R. Keyworth
Superintendent of Schools
Hamtramck, Michigan
Presented before the
Department of Superintendence
of the
National Education Association
of the United States
February 1929
3
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Functional Organization
and
Research
by
M. R. Keyworth
Superintendent of Schools
HAMTRAMCK, MICHIGAN
Presented at
Department of Superintendence
1929
S
1
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7
'
:
Education
:
LB
2805
K43

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07-29-41 MES
Functional Organization and Research
"The first step..
must be the complete divorcement in
the public mind of policy determination from the actual administration of
policies. The essential feature of democracy is the right of the public to
determine what shall be done by government—to choose representatives who
determine policies. To attempt in a similar way to decide the technical
processes by which those policies shall be carried out is a perversion of
republican principles, of which there are all too many evidences in the
costly and incompetent government of American cities. Successful govern-
ment must be a science, in the sense that its operations must be system-
atized through knowledge gained by exact observations, and being so,
the public is not equipped to determine its technique. Policy determina-
tion requires a wide and intelligent interest on the part of citizens in the
selection of their representatives, and in passing judgment upon accomp-
lishments."-LENT D. UPSON, Practice of Municipal Administration.
•
The approach to educational organization must be based upon the
philosophy underlying such public activity and must be conceived of as a
means to an end in the attainment of the objectives set up in the accepted
philosophy. In a democratic organization there must be centralization of
planning and control and decentralization of execution.
In every activity, individual or group, private or public, there are
definitely three functions. These are planning, executing, and appraising."
Although each is of co-ordinate rank and value, yet by their very nature
they represent different types of activity. To secure the most efficient
operation of a purpose, careful provision must be made for their proper
functioning. Since necessity developed through strong competition tends
to accelerate progress, it may be conceded that the recognition of func-
tional organization in commercial activity has proceeded faster and more
efficiently than in public activity. In so far as the general underlying
principles of planning, executing, and appraising apply to the private as
well as public activity it is possible to use private organization as an
illustration without approving of the detailed practices or methods used
by a specific economic organization.
The development of most city school systems, particularly those
whose growth has been fairly normal and continuous, has been a process
of piece-meal evolution. Changing educational demands and needs have
necessarily been treated as matters of expediency. Schools have either
lacked or have not utilized the means for determining their needs by objec-
tive evidence. They have either lacked or not utilized the means for meas-
uring their products. Inevitably the development of the schools has been
modified by such factors as group requests, individual opinion, political
influence, and entrenched personnel. A subject has been added or a posi
tion created in a manner best suited temporarily to avoid opposition and to
satisfy as far as possible insistent needs and demands. Sooner or later
such a school system becomes disorganized and inefficient. Community
dissatisfaction, outside surveys, reorganization, and displacement of per-
sonnel follow.
Industrial Development
The stress of competition and the inexorable demands of stock-
holders for profits have forced the successful industries to become
efficient. Those that have not done so have either become bankrupt and
disappeared, or have been absorbed by a successful competitor, or have
been reorganized and re-financed. Certain industries have made colossal
mistakes. The high mortality rate among industries is evidence of this.*
Such industries can disappear without disrupting society. Schools can not.
School systems must correct their errors and proceed.
Out of the stress of industrial conflict, the surviving industries have
certain characteristics that are so general as to be significant. These are:
(a) Specialization of work into departments on a functional
basis.
(b) The combination of the line and staff types of organization.
The line type for efficiency and the staff type for planning,
deliberation, and adjustment.
(c) The keeping of minute and accurate records in all depart-
ments.
(d) Experimentation and research for improvement and growth.
Diagrams 1 and 2, illustrating these characteristics, are of specific
industries.
Functional Organization
Functional organization is as applicable to school systems as to indus-
try. Every school system in fact does have functional organization. It is
more a question of degree, of specialization, of differentiation, and of defini-
tion.
Functional organization as applied to a school system means a differ-
entiation and division of the work to be performed into sections, each sec-
tion consisting of work which pertains to a specific type which is
specialized and which requires specific techniques. A distinction needs to
be made between a functional division and a compartment. In a compart-
ment all types of work are performed. Each compartment is practically a
complete system in itself. In a compartmental system the whole system
is a confederation of several systems or compartments. In a functionally
organized system the whole system comprises a group of differentiated
and specialized divisions or units. Each functional division adminis-
tratively is distinct from any other division. The head of one division does
not issue orders to personnel in any other division. But each division is
an entity, all divisions are a part of one system, and of course their work is
related and must be co-ordinated. The staff is the co-ordinating agency of
the system. The staff consists of the superintendent and each divisional
head.
A functional organization conceivably may be either democratic or
autocratic. A democratic functional organization must be based on a
democratic philosophy of society and must preserve the principles of rep-
*Report No. 62, Business Death Rates. A. W. Shaw & Co., 1925.
company, called Industry A
This diagram represents the organization of a specific manufacturing
(b)
(a)
Legend:
Broken lines represent co-operative endeavor.
Continuous lines represent authority and responsibility.
Diagram 1
Person nel
Manager
General
Manager
Sales
Manager
Advertising
Claims
حمية ما و ویستر ال 99%
|H|oa|
Stockholders
Board of Directors
President
Staff
Council
General Manager's Staff
Supt.
Foremen
Treasurer
Production Manager
000
000
000
Workmen
Purchasing
Supt.
Foreman
Traffic
Workmen
Experimental
6.29.40
A. B. MOEHLMAN
LIBRARY OF
SCH. OF EDUĆ,


Diagram 2
Type B
Functional Organization in Industry
Experimental
Manager
Foremen
Workmen
Supt.
General
Manager
Person nel
Manager
Foremen
:
Workmen
Foremen
Workmen
Supt
(*
+
Stockholders
General Manager's Staff
Production
Manager
i
Board of Directors
President
Claims
Sales
Manager
Advertising
Supt.
Treasurer
ן־
Purchasing
Manager
Transportation
Explanation of Diagram 2.
Illustration of procedure of solution
of a specific problem in Industry B:
Experimental department discov-
ers a new product that seems to
have possibilities. New product
brought before staff meeting. Possi-
bilities of production are considered
by production manager. Sales pos-
sibilities considered by sales man-
ager. Cost of production considered
by purchasing and production man-
agers. After complete investigation
with objective data, assume the new
product is approved by general man-
ager's staff. The final assembled
report with recommendations is pre-
sented by general manager to presi-
dent and board of directors. If ap-
proved by board of directors, then
it is sent back to general manager
for execution. Other staff meetings
are necessary to consider problems
and plans for production, sales, etc.
When plans are finally worked out,
then executive orders are issued to
be carried out by various managers
affected.
Records and research procedures:
Research and experimentation are
constantly carried on by the experi-
mental department in order to im-
prove the product, to improve ma-
terials going into the product,
to lessen the cost of the product,
to find better ways of making the
product, and to find new products.
The personnel manager used rec-
ords and research to solve problems
associated with labor turnover, ac-
cidents, labor troubles, types of
workers employed, hours of labor,
selection of workers, training of
workers, etc.
The sales manager used records
and research to discover sales pos-
sibilities and extensions, to discover
the nature and variety of complaints,
to find out the favorable reactions,
and to learn the most effective
avenues for advertising.
The production manager uses: rec-
ords and research to find means, to
reduce costs, to improve efficiency,
and to prevent waste.
Problems arising in one depart-
ment which can not be solved there
are transmitted to the staff and al-
located by the general manager to
the proper department for solution.
Industry B is a combination of
the line and staff type.
Efficiency is secured by:
(1) Unity through centraliza-
tion of control (general
manager)
(2) Definition of function
(3) Specialization of work
(4) Delegation of responsibil-
ity in straight lines with no
intersecting lines
(5) Co-ordination through staff.
Improvement of efficiency is se-
cured by:
(1) Experimentation and varia-
tion
(2) Objective measurement of
the effects of these
(3) Modification of both poli-
cies and means upon the
basis of the measured re-
sults.
resentative or republican government. Although democratic it must be
unified and centralized in order to secure efficiency and co-ordination and
at the same time it must encourage and utilize initiative and creative effort.
Board of Education functions
·
Functionally, a board of education is a legislative and an appraisal
body. Its only power is by resolution at a legal session. It is composed
of lay members who are representatives of the public and who are not pre-
sumed to be educational specialists. To restrict unduly the qualifications
of board members would be a perversion of the principles of a democratic
government. Board members serve generally without remuneration.
Obviously, the board is to see that schools are established, operated, and
maintained in compliance with law and with local needs. The board de-
cides what is to be done and, upon approval of what is done, authorizes
payment out of public funds. The basic conception of lay members serving
without compensation implies that the board members authorize what is
to be done but that they do not do it themselves. Functionally, a board
member would be obviously out of place in actually laying bricks in a new
school building, in firing a boiler, hiring a teacher, or in teaching a class.
The board adopts the policies, selects an executive, approves plans for put-
ting adopted policies into effect, appraises the results of both adopted
policies and plans, and then authorizes payment.
The Executive Function
Since the board decides what is to be done, but does not do it, then the
doing must be delegated. Doing that which the board decides is to be
done is called the executive function. The executive function is putting
into effect the adopted policies of the board of education. The executive
officer of the board is the superintendent of schools who corresponds to the
general manager in an industrial organization.
An analysis of the executive function shows that there are ten major
activities as follows: (1) administration, (2) child accounting, (3) per-
sonnel management, (4) service of supplies, (5) the school plant, (6)
public relations and informational service, (7) records, (8) research, (9)
creative instruction, (10) finance.
With a single teacher in a one-room school all of these activities would
be lodged, theoretically, in this one individual. As the school increases in
size and more than one person is employed these activities are differen-
tiated and delegated. In a large city school system all these activities are
delegated and re-delegated until several thousand persons are engaged in
them. It is in the delegation of these activities that the principles of func-
tional organization of the line and staff type become involved. These prin-
ciples are:
(1) Clean cut division of activities and specific definition of
functions of each activity.
(2) Straight line delegation from the superintendent to each
division and no cross lines between divisions.
(3) The head of each division to be the chief line officer of

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PEOPLE OF HAMTRAMCK
To provide and create, in accordance
with state law, an organization to
1
plan, organize, operate, and appraise
the public education of the children
I of Hamtramck; and to appraise the work
of the school board at regular elect-
ions according to law
To adopt policies and enlarge public education in
accordance with state law; to select a professional
executive and to delegate to him the operation of
the plan; to appraise the working of the plan and
I to make changes upon the basis of objective evidence;
to keep the people informed
I
|
L
<di
To act as executive which involves the facilitation of the instruct-
ional process through: putting the educational plan into practice;
keeping the board of education and the people informed of conditions
in the schools; furnishing creative leadership both to the board of
education and to the profession
BOARD OF EDUCATION
(7 members)
Teachers
;
Executive
(Supt. of Schools)
:
Principals
To supervise and administrate individual
schools; to delegate to teachers class-
room instruction; to appraise the work
of the teachers; to keep superintendent
informed; community relationships
To instruct children and to appraise
their instruction; to grow profess-
ionally; community relationships
1


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୮
|
L
1
The supreme function of the public
schools is the education of the children
J

1

Operating
Employees
To facilitate
instruction
through care of plant;
]
Diagram 3
The functional organization of Public Education in Hamtramck.
The Executive Organization of the Hamtramck Public Schools.
Diagram 4
¿
Directors of
Instruction
Chief
Engineer
Instruction.
Instructional
Research
Asst. Superintendent
Teachers
To adopt policies and enlarge public education in
accordance with state law; to select a professional
executive and to delegate to him the operation of
the plan; to appraise the working of the plan and
to make changes upon the basis of objective evidence
to keep the people informed
PEOPLE OF
OF HAMTRAMCK
To act as executive which involves the facilitation of the instruct-
ional process through: putting the educational plan into practice;
keeping the board of education and the people informed of conditions
in the schools; furnishing creative leadership both to the board of
education and to the profession
Elementary Junior High
Principals Principals
BOARD OF EDUCATION
Personnel ·
Management
Teachers
Children
SUPERINTENDENT
Executive
Administrative
Administration
Senior High
Principal
Teachers
wake
-
Directors
Clinics
Council
Public
Relations
Council
Principal
Extension
Teachers
Parents School Community
Child Accounting,
Finance, Executive i
I and Sociological
Research
-
Asst. Superintendent
Principal
Recreation
Children and Adults
Teachers
Public
Librarian
Public
| Library;
:
**
Building!
| Program



that division and also a staff officer on the staff of the
superintendent.
(4) Each division to maintain an adequate system of records.
(5) Each division carrying on research in its respective
activity.
Obviously in smaller systems two or more activities would be included
in one division.
Diagram number 3 shows the basic functional organization of a
specific school system, that of Hamtramck, Michigan. *
Diagram number 4 shows the functional executive organization of the
same school system.
*
This type of organization provides for efficiency, improvement of
efficiency, and initiative.
Efficiency is provided for through the adoption and use of: (a) care-
fully defined policies; (b) routine formalized procedures, standardized in
terms of policy and proved knowledge, and (c) centralization of control in
the administrative agents to make decision and co-ordination of effort
possible.
Improvement of efficiency is provided through provision for: (a)
systematic variation from standard policies and means; (b) measurement
of the effect of such variation, and (c) modification of both policies and
means upon the basis of measured results.
Initiative or freedom of the individual is provided by: (a) giving to
all the right to present evidence of inefficiency of both policies and pro-
cedures; (b) providing opportunities and channels for presentation of
more efficient procedures; (c) recognizing the right to entertain new
faiths, ideals, etc., contrary to the standard policies and means, and (d)
providing the opportunity to put such new beliefs to experimental trial in
an attempt to prove them better than the old.
!
✔.
Creative Instruction - Administrative Supervision
So far there has been presented in a very brief manner an outline of
functional organization and administration of the line and staff type.
Specific techniques and detailed procedures are of necessity left out. This
presentation is concerned with the problems of research in functional
organization. However, before discussing research, one item should be
considered. This is the distinct differentiation between creative instruc-
tion and administrative supervision. This affects the status of the super-
visor and the principal in the conventional school system and also relates
to the subject of research. The activity of creative instruction corresponds
to the experimental branch of an industry. Its problem is to improve
instruction by experimentation on subject matter, methods, techniques,
supplies, and equipment. The conventional supervisor becomes an educa-
tional specialist who is to do creative work. No longer is this individual
an administrator and no longer is he responsible for class room achieve-
*From the Public School Code, Hamtramck, Michigan.
"

7
Board of Education
Special Committee
Special Committee
Business Manager
Superintendent
Director
Research
Principals
Supervisors
Teachers
Legend: Straight lines represent lines of authority.
Custodians
Diagram A- School Organization Type A
Not uncommon in various parts of the Country.
Such a type indicates confusion - duplication of effort, and a lack
of co-ordination.
To whom are teachers or custodians responsible in this type?

Board of Directors
Special Committee
Special Committee
Business and Finance
Manager
Production Manager
Superintendent
Foremen
Workmen
Diagram B
A manufacturing company organized in a manner similiar to the school
organization, Type A. This is a theoretical type of organization because no
such organization does exist or could exist very long.
3
ment. Administrative supervision becomes the work of the principal as it
should be.
Placing the instructional program into effect corresponds to the pro-
duction branch of an industry. It is a part of the administration activity
of the function of the superintendency. The product is the habits, at-
titudes, and ideals or the powers which the children develop that enable
them to live successfully in a democracy. The principal of the school is
similar to the branch superintendent in an industry. The principal takes
the program, the plans, the specifications, and the blueprints and puts them
into effect. In carrying out the program the principal meets obstacles and
discovers difficulties that he is not qualified or has not the time to over-
come. These are reported up the line to the superintendent who in turn at
a staff meeting allocates these through proper channels to those whose
work it is to discover corrective means.
Records and Research
The whole subject of keeping accurate records of the various activities,
of discovering high spots and low spots, of encountering problems and
obstacles, and of finding corrective measures constitutes the field of records
and research.
Research is a means of discovering Truth. On the basis of the findings
of Research changes can be made and justified. Charles F. Kettering,
President, General Motors Research Corporation, says that "Research is
the organized function of knowing how to make changes." Research is the
source, the guide, the justification of change. Research is the natural
enemy of blind traditionalism and of uncompromising custom.
Kettering says that research is a mental attitude. This is the attitude
that seeks objective evidence in place of opinion, that regards nothing as
fixed and final, that believes that truth must be constantly searched for.
This is what Kettering means when he says that one great purpose of
research is to make everybody reasonably dissatisfied. This mental
attitude should characterize the superintendent, the educational specialist,
the principal, and the teacher. Hence, research is not apart from and inde-
pendent of a given activity. It is a vital part of that activity. Although
records and research are listed, by analysis, as two of the nine activities of
the executive function, they are vital and indispensable parts of the seven
other activities. This is obvious because the results of research are value-
less unless used. Kettering says that in industry it takes about four years
to sell an idea. In education the process is probably less rapid for educa-
tion is largely traditional. How important it is that research should be a
part of the mental equipment of each agent and a component of each
activity!
1
Research in Industry
Referring once more to industry, in an industrial organization the sales
department keeps its own records and carries on research in order to dis-
*Reprints from Addresses.
cover possibilities of sales extension. Its records reveal criticisms and
objections raised against the product. The information relating to the
product is transmitted by the sales manager to the staff and the experi-
mental department may be charged with the task of finding corrections.
The experimental department is given a problem revealed by research and
proceeds to solve that problem by experimentation and research. Likewise
research in the production department reveals information to be treated by
the personnel department or the experimental department. In industry
there is no research agent, separate and alone, who is continuously carrying
on research in all other departments to discover something, and who does
all the research work. Where this has been tried, the result has been to
set every other department against research. Independent and extraneous
research devitalizes, not vitalizes.
Charles F. Kettering says of industrial research, "It is either to reduce
cost, increase utility, have a greater sales appeal, extend business, or to
obtain needed data. The proper mental attitude is 'How can I find out
what is wrong with the thing I am doing, or how can I improve it?'"
Research in Education
Let us take a given school system and proceed to take stock of this
system. We ought to do this because we are spending public money for
it. We should know three things about it. (1) What is being done (2)
Why it is being done and (3) How well it is being done. We can find
the answers to all these by one means, research. It can not be too strongly
emphasized that the answers can not be found in terms of traditionalism,
custom, or subjective analysis. We must use facts and we must utilize the
tools that will reveal the facts. We can do nothing in research without
facts. So we must secure the facts about what is being done. Research
considers all policies, plans, procedures, techniques, judgments, and ap-
praisals in terms of objective evidence.
5
But what is being done may be wrong. In industry the sales depart-
ment soon learns whether or not the product is right. But in schools the
validity of the product is not so easily discovered. Again research must
be employed to determine this and it must explore the fields of psychology,
society, and industry to get the facts. Are the schools putting into practice
that which scientific contributions indicate ought to be put into practice?
And then it must be determined how well things are being done. · But
measurements require standards. These standards must be determined
by research. Then these standards must be used in research to determine
achievement.
Research provides a continuous self-survey. The school organization
within itself can check its own progress, can discover its mistakes, can
direct its own changes and adjustments, and can have the evidence to
justify what it is doing.
Research in Functional Organizations
Functional organization implies divisions. These divisions are inter-
related. Some need of one division may be supplied by some other division.
2
"
The contribution of Records and Research in the Executive Function
Diagram 5
CREATIVES
INSTRUCTION
I
Records and
Research
1 Subject matter
2. Stumdards of supplies
3. Standards of Equipment
1. Methorls and techniques
5. Standards of achievements etc.
PERSONNEL
I
Records and
Research
1. Tenure
2 Turnover
33. Training
4 Experiener
5. Rohing etc.
"WILD ACCOUNTING
I
Records and
Research
| Age-grade
2. Failures
3. Teacher lond
1. Census
5. Sociological etg.
Executive Function
ADMINISTRATION
Records and
Research
1. Pupil progress
2. Teacher progress
3. Clericul and custodial
progress
4. School plant conditions
5. Efficiency of plans
und procedures etc.
า
SCHOOL PLANT
CI
Records and
Research
T
1. Heating
2. Ventilating
3. Cleaning
4. Maintenance
5. Building program etc.
7
PUBLIC RELATIONS
ニュー
​Records and
Research
1. School paper
2. Annual report
3. Community contacti
4. Press
3. House organ eto,
FINANCE
===
.Records and
Research
1. Bonds
2. Budget
3. Raw costu
]
I
4. Supply indicen
5. Personnel costs ate,


*
Diagram 6 - Planning an Activity.
Agents
Activity
Means
(1)
Board
of
Education
Adoption
of
Policy
(2)
Superintendent
For Development
of
Means
Instruction
(3)
I
·
Asst. Supt.
in charge of
Instruction
Development
of
Technique
Principals
Teachers
Building of Working
Plan or Means, upon
available Evidence
and Experimentation
through Competitive
Co-operation
with Staff
Planning
(4)
Superintendent
Approval
by
Superintendent
Child
Accounting
Finance
(5)
Board
of
Education
Consideration
and
Approval of
Plan and Means
(6)
Superintendent
Transmission
with Authority
to put
into Practice
Diagram 7 - Putting
an
Approved Means of Procedure into Effect.
Agents
Activity
Means
(7)
Superintendent
Transmission to
Principals with
Explanation and
Instructions
1
(8)
Principals
Securing Control
of Technique
Consulting with
Superintendent
and Instruction
Specialists
Transmission and
Training of Key
Teachers
II
Cust
Executing
~ (9)
Teachers
Securing Control of Means
through Explanation and
Demonstration by the
Principal and key teachers.
Consultation with Instruct-
ional Specialists when
necessary
1
(10)
Teachers
Placing into
Operation
in Classroom
Children
w
!


Diagram 8 - Appraising the results of an Activity.
Agent
Activity
Means
::
(11)
Teacher
}
Judgment based upon
Evidence; reports
Judgment and Suggest
ions to Principal
Tests and Reports
XI
:
(12)
Principal
X
Collects evidence;
Judgment on Effect™
in the entire School
upon Evidence;
reports Judgments
and Suggestions
to Superintendent
Written Report
÷
111
Appraising
·
(13)
Superintendent
Collects evidence
for entire System;
Judgment of Effect
upon Evidence;
Interprets and
reports Judgment
and Recommend-
ations to Board
of Education
Written Report
C:
(14)
:
Board
of Education
Consideration
and Judgment
Evidence in form of
Superintendent's
Report
.
(15).
Board
of Education
Reports Evidence
and Action to the
People of lamtramck
Informational
Service
..
}


A defect in the procedure of one division may be revealed by some other
division. The staff meeting is the place where the research findings of the
various divisions are presented, analyzed, interpreted, and allocated for
adjustment.
In a functional school organization, scientific research shall be con-
sidered as the agency through which: (1) objective information with
respect to existing conditions may be secured; (2) the relative value of
existing means may be determined; (3) policy and procedure may be de-
veloped, and (4) appraisal may be made.
But research depends on records. "Records include all activity essen-
tial for the development of adequate and complete accounts for appraisal
and archival purposes of every happening in the school system. In general
these are derived or secondary records and include the fields of instruction,
child accounting, finance, personnel, the school plant, and public rela-
tions:"*
C
How records and research became a part of each activity is shown
in diagram 5.
Let us follow through a cycle of planning, executing, and appraising.
Let it be assumed that objective data secured through the various
divisions of the school system have been organized, analyzed, and inter-
preted, and that the results justify a specific policy to be adopted by the
board of education. Let such policy be adopted. The development of
plans and means for making the policy effective is a part of the executive
function. Let the policy be one affecting instruction. The department of
creative instruction assumes the responsibility of formulating the plan.
The steps are as follows:
(1) Research data analyzed.
(2) A tentative plan formulated.
(3) Experimental work with teachers (creative) carried on.
(4) Accurate records kept and results tabulated.
(5) Such modifications made as results indicate and new
experiments carried on.
(6) Finally a plan is worked out.
(7) Plan presented to staff for criticism and suggestions by
all divisions affected, particularly finance, administrative,
and personnel.
(8)
Constructive criticism adjusted by objective data.
(9) Plan finally worked out and approved by staff.
The superintendent then presents the formulated plan to the board in
the following form:
(1) A statement of the plan;
(2) Its relation to policy;
(3) Evidence upon which its selection and organization are
based, and,
(4) A technique for determining the effectiveness of the
operation of the plan.
*The Public School Code, Hamtramck, Michigan.
Diagram 6 shows steps in planning.
Upon approval by the board, the plan on executive order is put into
effect. This includes the training of principals and teachers in purposes,
methods, and techniques.
This is shown in diagram 7.
After the plan has been in operation for a reasonable time, an appraisal
is made, based upon objective evidence.
This procedure is shown in diagram 8.
Superintendent's Report
The superintendent then transmits a report to the board in the follow-
ing form:
(1) A statement of the objectives;
(2)
A statement of the techniques employed;
(3) A statement of the participating agents;
(4) An objective statement of the results secured;
(5) Recommendations in respect to necessary changes in techniques,
agents, and agencies, and
(6)
A statement of the projected means of attaining the objectives
in future practice.
Upon the basis of the evidence presented, the Board of Education
may: (a) continue the policy and means in operation; (b) may accept
recommended changes in the means of achieving the policy, or (c) may
change both policy and means.
Diagram 9 shows the complete cycle of planning, executing, and
appraising.
Records and research have been presented as vital and indispensable
parts of each functional division. The co-ordination of the use of the
results of records and research has been presented as a staff function. In
a large system there would be a necessity for special divisions of records
and of research which would serve the system as a whole. The records
would be secondary records and research would be concerned with the
problems that affect the system as a whole.
A pertinent question may be raised in effect that the keeping of so
many records requires too much time and so is wasted effort. Only
records should be kept that serve useful purposes. The forms should be
easily filled out. The forms should be so designed that they may be
cumulative without duplication. A few minutes per day on the part of
each agent in keeping records will suffice.
Answering Objections
The capability of each agent to do research work may be questioned.
Each agent does not need to be a research specialist but does need to know
the amount of progress he is making, to recognize problems that arise, to
offer suggestions, and to try out these suggestions for improvement. This
is the crux of the principle of democracy in school administration. Dem-
ocracy provides for initiative and creative effort. Problems which an agent
·

Diagram 9 - The continuing Cycle of Planning - Executing - Appraising.
APPRAISING
XII
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Principal
Superintendent
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alteration
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Children
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XIII
Feuchers
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Approval or Desipproval
IX
Board of Education
I
Reports to Dvople
The Continuing Cycle of Appraisal
in the
HAMTRAMCK PUBLIC SCHOOLS
from
Edumattottal
Specialists
-
Controlad
TechAnjur
Policy (Legislative) through Execution
to Judgement (Appraisal)
|
Keg
Teachers
VIII
I ducational
Specialists
Contraluf
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1
Principals
Polos, horses upon.
aolajos sava etapa
VII
11
Superintendent
This hipment of
SCAR
EXECUTING
PLANNING
Isecutive order
↑ To put into practice, purjuses,
plans, my thuds, & teshaies,
standards of achievement]
Superintendent
[I]
Assistunt Superintendent
of Instruction
Development of technique
Staffo
Consideration and Approval
VI
Superintendent
S
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Board of Education
song when
Approval
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approval, experimental trial
principals and teachers
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IV
V
discovers but can not solve can be turned over to division specialists whose
business it is to find solutions to problems.
There is an oft repeated objection to the application of the methods of
industry to education. "Human beings can not be treated as machines and
a school can not be made into a Ford factory." The objectors should
understand purposes and recognize achievement. Keeping records, con-
ducting research, applying statistics, and using curves are not for the
purpose of treating human beings as machines but to discover how human
beings should be treated because they are human. Research and experi-
mentation are the very means by which remarkable progress has been
made in the humanization of education during the past twenty years. Re-
search and experimentation supplant custom and opinion. Research is for-
ward looking. Research displaces guesses with facts. Research says:
"Let's have more facts and less discussion."
Charles F. Kettering is one of the world's greatest industrial research
specialists. His research discoveries have added millions of wealth to a
single industry and billions of wealth to the country as a whole. Mr. Ket-
tering says: "When there is much discussion, there is very little
knowledge."
:
HAMTRAMCK HIGH SCHOOL PRINT
į
¦
i
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Form 7079a
UNIVERSITY OF MICHIGAN
98 JUL 16
...
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