This paper suggests that a first, important, step toward a broadening of the skills of the educational planner is a clear conceptualization of some implications that accompany differing styles of decision-making. It has been suggested that planning traditionally employs a rational decision model that leaves the planner poorly equipped to deal with matters of organizational process and governmental politics. Planning, to be more effective, must now begin to proceed in depth into an analysis of, and the development of procedures related to, organizational processes and political bargaining. Each of the three decision models developed by Graham Allison has broad implications for the role of the educational planner. The planner must now begin to devote much time to the theoretical and methodological development of a planning orientation for the two models that have been largely ignored. (Author/IRT)