Empowering School Leaders to Manage and Lead I.T.

A presentation given at the Digital Education Show in Dubai on Wednesday 16th November, 2016.

 

What to look for in a School Management Information System (MIS)

School Management Information Systems (MIS) have developed over the past twenty years from relatively rudimentary databases that held parental data into the complex integrated systems now available. Today School MIS are asked to perform a range of key tasks including admissions, pupil tracking, discipline, reporting, fee billing, HR and a range of other functions. Choosing a School MIS is one of the most far-reaching decisions that the senior team will make for it has a direct impact on the operational efficiency of the organisation. However, because each school has its own structure, management style, priorities and is at a different stage of organisational maturity, it is very likely that no single MIS will be perfect. Few schools can afford to commission a bespoke MIS and off-the-peg solutions always entail a degree of compromise. 

Reticence to Change Schools are understandably reticent to change MIS for a number of reasons. First, it is costly both financially and in terms of organisational time and energy; secondly, a new MIS entails an enormous amount of training of both administrative and teaching staff; and thirdly, a new MIS usually entails a short period when organisational performance drops as key personnel get used to the new system. Thus it is common for schools to live with an under-performing MIS for a number of years, before it reaches the ‘tipping point’ at which the short term inconvenience of changing MIS outweighs the ongoing inefficiencies. 

Consider carefully who makes the decision The range of tasks that a modern MIS is asked to perform inevitably means that different users value those aspects of an MIS’ functionality that relate to their own area: the finance department typically emphasising the importance of fee billing, the Director of Studies - pupil tracking, the teachers – reporting and so on. Because different MIS have different strengths and weakness, the process of choosing an MIS can be problematic if one area of the school has a disproportionate say in the decision. Senior Leaders should beware the ‘silo mentality’: many a school Bursar has driven the decision over the choice of MIS without any regard to the academic needs of the school. All the key stakeholders (finance team, administrators, teachers and parents) need to have input into the decision-making process - the choice of an MIS should be a whole-school decision. 

Strengths and Weaknesses – Remember their roots There is no perfect MIS – they all have relative strengths and weaknesses. One way to understand these is to look at how each of the products started life and how they have evolved to what is on offer today. SIMS was founded on school admin needs in the UK state sector where timetabling and monitoring attendance/truancy were key; WCBS’s 3Sys and Double First’s Engage began their lives as accounts packages, which developed school administration modules and now have become integrated MIS; whereas iSAMS was initially designed from a teachers’ perspective as a bespoke product focusing on academic assessment and reporting. Today all of these products have developed and increased functionality, but it is worth bearing in mind where they have come from, as it typically explains why administrators favour SIMS, bursars and finance departments like 3Sys and Engage, and why teachers like iSAMS. 

Two Approaches: There are broadly two approaches to MIS. Schools are faced with a choice between the ease of use of the integrated modules and the additional functionality of the free-standing specialist software package. 

1. Approach One: MIS Core + modules 
   All modern MIS are modular, offering a core database function to which schools can add modules that perform other functions: timetabling, tracking, reporting, internal and external examinations, mark books, admissions, attendance, co-curricular and so on. The advantages of the ‘core + module’ approach allows schools to develop their use of the MIS at their own pace and that there are no compatibility issues of integrating the MIS with software produced by different firms. 
2. Approach Two: MIS Core + specialist software 
   The problem with the MIS Core + modules approach is that off-the-peg modules are never going to be as good as free-standing specialist software packages. Specialist software companies inevitably can devote more time to developing their area. For example, specialist timetabling software might make constructing the timetable easier for the admin team, but it may not be as easy to input and access data. The primary role of the MIS in this approach is to hold central data and to integrate the various “best-of-breed” specialist packages, which is much easier said than done. 

Compatibility and Integration When researching MIS, one of the most important areas to investigate is the extent to which their product is compatible with other specialist products. Key questions are: 

• How easy is it to move data between the MIS and specialist packages? 
• Does the MIS support team provide a specific Application Program Interface (API) to facilitate this? (These are a set of protocols and routines which integrate two software packages to enable them to share data seamlessly.) 

Look to the Future Few schools are likely to change MIS more often than every ten years. Those making the decision need to consider that there will be significant software developments within the lifetime of the new MIS. A closed system might meet today’s needs, but it is very unlikely to be fit for purpose in five years’ time if it cannot integrate with other products. Multi-browser products that can flex and integrate with other systems are more likely continue delivering functionality in the mid-2020s. 

And so to the Cloud It is almost certain that during the next ten years schools will migrate all of their data to the Cloud. It will do this for two reasons: first, it will be cheaper; secondly, it will make upgrades and data management easier for the MIS providers to service their products. This is available now, but, at present, schools are reticent to trust their data to remote, off-site servers. This is no different to schools a hundred years ago, most of whom had their own electricity generators because they didn’t trust the National Grid. In ten years’ time I suspect that we find the idea of on-site server rooms, as anachronistic as we do on-site electricity generators.  

Published in the Independent Schools Magazine February 2015 p.12

Multipliers: Executive Perspectives Survey

The Wiseman group, the group responsible for publishing Multipliers, is conducting some research for an article and workshop about “how to work with executives.” 

The questions are a useful component in any Executive and Organisational self-appraisal:

1. As an executive, what types of issues naturally make it onto your radar screen? 
2. What's the hardest thing about working in an executive role? 
3. How do you decide how to allocate your time? 
4. What causes you to take a meeting with someone? (i.e., what kind of people do you, as the English say, "have a lot of time for?") 
5. What are the characteristics of people whose advice you really value? 
6. Other than position or power, why are some people more influential with executives than others? 
7. What would make you say, "This is the best internal partner / collaborator I've ever had in my career? 
8. What earns trust with you? What Loses Trust? What does it take for someone to rebuild trust?

If you would like to contribute to the Executive Perspectives Survey go to:  http://www.surveymonkey.com/s/TJHGR7F 

Switch - Book Review

Switch by Chip and Dan Heath sets out to explore how to manage change in both personal and professional contexts.

It is another one of those pop-management books in the style of Malcolm Gladwell's Blink and Tipping Point. Like Gladwell, the Heaths have a very simple concept which they illustrate drawing on real-life examples from a range of situations.

According to Switch there are three aspects to managing change. Throughout the authors use the analogy of riding an elephant to illustrate the difficulty of managing change: the rider can decide on a new direction but if the elephant doesn't want to go that way there is little that the rider can do. The key is making it easy for elephant to go in the direction that the rider wants it to go.

1. Direct the Rider (getting your head around change):

• Follow the Bright Spots (find what's working in the organisation and clone it)
• Script the Critical Moves (think in terms of small, simple, understandable, specific changes)
• Point to the Destination (change is easier if everyone knows where they are going)

2. Motivate the Elephant (getting your heart around change):

• Find the Feeling (make people in the organisation feel something
• Shrink the Change (break down the change into manageable chunks)
• Grow your People (create a sense of identity/community)

3. Shape the Path (making the direction of change easier):

• Tweak the Environment (when the situation changes, behaviour changes)
• Build Habits (look for ways to build good habits - make good behaviour habitual)
• Rally the Herd (behaviour is contagious - help it spread)

Switch illustrates each of these nine areas with inspirational examples.

The section on "fixed" and "growth" mindsets (pp.163-168) summarising the work of Carol Dweck of Stamford University (Mindset) is excellent and has significant implications for education.

Dweck distinguishes between two types of mindset:

• People who have a "fixed mindset" believe that their abilities are basically static.
• People who have a "growth mindset" believe that their abilities are like muscles - they can be built up with practice.

Dweck's research demonstrated that two hours of training in how to think about intelligence made students demonstrably better a Maths. Dweck proved that the growth mindset can be taught and that it can change lives.

Overall this is an easy read. Like many books of its kind, it works a very simple concept to the limit and could have got the its message across in 20 pages, but there are some fun lines ("It is like tossing a fire extinguisher to someone who is drowning. The solution doesn't match the problem" p107) and lots of interesting anecdotes.

Drive by Daniel H Pink - Book Review

Daniel H Pink's Drive is a study of what motivates people and its conclusions are as relevant for individuals as they are for organisations.

The essence of Pink's argument is that the secret to achieving high performance in the work place is to shift from "Extrinsic" reward-based motivators, such as bonuses; to "Intrinsic" motivators, such as having greater autonomy, having the opportunity to master what we do, and having a sense of a (higher) purpose.

The book is divided into three sections.

1. The first engages with the body of research on what motivation, which indicates that traditional motivational techniques of carrots and sticks ("Motivation 2.0") are flawed. Indeed, he argues that (extrinsic - "Type X") bonus cultures when applied in the wrong context can have the opposite to the desired effect, causing a short-term approach that can encourage unethical behaviour and addiction to the next reward. Instead, the key is to motivation are intrinsic ("Type I") rewards:
2. The second expands on the three pillars of an intrinsic motivational culture ("Motivation 3.0): Autonomy (over Task, over Time, over Technique, over Team), Mastery (is a Mindset, is Pain, is an Asymptote) and Purpose (words - policies - goals).
3. The third section provides a handy summary in the form of a "Type I Toolkit" of how these principles for individuals, organisations, parents and educators.

Drive is an excellent book and I thoroughly recommend it to all who aspire to lead teams or organisations.

The ideas that underpin Drive have important implications for education. I will discuss these in subsequent blogposts in the coming weeks.