Generally this is also taken as effectiveness. This can be true only when outputs meet the objectives for which these are meant, for example, if we take two classes or Groups of the students of 100 enrolments size with specified inputs and without wastage, one can say both may equally be effectively handled by the college. In this case both the student classes are availing same quantum / quality of inputs and may be possibly conform to the objectives of equal success. However, the situation would be different if one class of students referred to above experienced 50% exam successes and other class experienced 85% success in same. It means that the second Group of students is more efficiently handled though both the students groups effectively provided with the similar inputs. Similar is the case with Principal’s effectiveness, since his productivity is unlikely to be measured so precisely.
functions. Every one performs all managerial functions; only relative importance of these functions varies. The content of policy formulation is higher at higher levels; it is lower at lower levels while execution is otherwise. Therefore, it becomes unimportant whether policy formulation function is known as administration or management. This is the reason why most of the contemporary authors try to avoid this age-old controversy. Effective College Management The basic objective of College management functions and techniques is to make one an effective Principal. The college requires an effective Principal, since the college bears the costs for employing him. However, the basic question is : Who is an effective Principal ? From this point of view, one must identify the various characteristics of an effective Principal so that attempts are made to correlate the various functions of management for achieving effectiveness.
Effective Principal An effective Principal is one who is positive in his personality, that is what type of person he is, his managerial cum administrative procedure, and results of his managerial practice, although all these are interdependent.
Truly speaking, the concept and criteria of effectiveness are quite debatable points in college management since, Effectiveness is not onedimensional concept that can be measured and predicted from a set of clear-cut criteria. However, the Principal and his incumbent effectiveness of the college can be defined mostly in terms of academic goal-achieving behaviour. For example, the success of the College Principal lies largely in accomplishing the major academic goals like the passing rate of successful students in first Grade or fitting of job placement of the college alumnae through coordinated efforts; in part at least, these efforts depend upon the kind of influence the Faculty or Principal have upon those whose work behaviour reciprocates or lay a hand on… The Principal’s own behaviour contributes to the achievement of college goals by this influence on the perceptions, attitudes, and motives of other teachers and non teachers in the College and on their subsequent behaviour. 5
1) The Principals :The basic question in this context is : What types of Principals are most likely to become effective managers, and what types fail ? There are various such studies to suggest the possible personal qualities of a successful Principal (manager). Jorgensen has described the following characteristics of a successful manager and the same are fitting to a Successful Principal : 6 DŽƐƚ WŽƐŝƚŝǀĞ ; ĞƐĐƌŝƉƚŝǀĞͿ ƚƌĂŝƚƐ ĨŽƌ ^ƵĐĐĞƐƐĨƵů WƌŝŶĐŝƉĂů ĞĐŝƐŝǀĞ ŐŐƌĞƐƐŝǀĞ ^ĞůĨͲƐƚĂƌƚŝŶŐ WƌŽĚƵĐƚŝǀŝƚLJ tĞůůͲŝŶĨŽƌŵĞĚ ĞƚĞƌŵŝŶĞĚ ŶĞƌŐĞƚŝĐ ƌĞĂƚŝǀĞ /ŶƚĞůůŝŐĞŶƚ ZĞƐƉŽŶƐŝďůĞ ŶƚĞƌƉƌŝƐŝŶŐ ůĞĂƌͲƚŚŝŶŬŝŶŐ
Effectiveness and Efficiency Often confusion is created between two terms : effectiveness of the Principal or College and his/its efficiency, though both these terms have fairly clear meanings. The term efficiency is used in engineering way and it refers to the relationship between input and output. Thus, an academic efficiency of a college denotes how much inputs have been used to produce certain number of successful students in higher grades.
Vol.1 (2) November-January 2012
>ĞĂƐƚ WŽƐŝƚŝǀĞ ; ĞƐĐƌŝƉƚŝǀĞͿ ƚƌĂŝƚƐ ĨŽƌ ^ƵĐĐĞƐƐĨƵů WƌŝŶĐŝƉĂů ŽƌĚŝĂů ŽŶĨŽƌŵŝŶŐ EĞĂƚ ZĞƐĞƌǀĞĚ ŐƌĞĞĂďůĞ ŽŶƐĞƌǀĂƚŝǀĞ ŽŵƉĂƐƐŝŽŶĂƚĞ DĂŶŶĞƌůLJ ŚĞĞƌĨƵů &ŽƌŵĂů ŽƵƌƚĞŽƵƐ DŽĚĞƐƚ
The above descriptions suggest that the various qualities contribute to the effectiveness directly and
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Management Guru: Journal of Management Research