ERIC Number: ED309517
Record Type: Non-Journal
Publication Date: 1989
Reference Count: N/A
Lindelow, John; Heynderickx, James
Chapter 13 of a revised volume on school leadership, this chapter offers suggestions to help educators improve their performance in meetings, both as group leaders and as participants. Well-run meetings can rejuvenate an organization, leading to improved teamwork, communication, and morale. A poor meeting, on the other hand, can have a debilitating effect on an entire organization. Education cannot afford the price of unproductive and unsatisfactory meetings. Instead, meetings must have goals and a purpose--ideally, to exchange information and ideas and to obtain a commitment for action. Meetings must also satisfy personal needs for affiliation, achievement, activity, and power. Choosing an appropriate leadership style and planning an agenda are essential. A meeting takes shape as the participants are invited, the seating arrangements are determined, the meeting room is arranged, and the agendas and background information are distributed. Using the agenda as a road map, the leader guides the group through the problem-solving and decision-making maze, remaining alert to negative energy and maintaining the group's equanimity as needed. As decisions are made, the leader helps designate responsibilities and sets action deadlines. After the meeting, the leader distributes the minutes or executive summary, follows up on the decisions made, and evaluates the meeting's effectiveness. Giving careful thought to purpose, planning, and participants' needs can make all the difference. (MLH)
Publication Type: ERIC Publications; Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Educational Management, Eugene, OR.