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Case Study 1

In talking with her Director, Marjorie Lau [a middle‐leader] expressed
frustration in several areas. Her relationships with the staff had not begun well
and many of her first steps, such as setting up an efficient daily communication
system, were being ignored by the staff. She had established a daily diary
system and had asked teachers to contribute items of general interest, notice of
meetings, and daily classroom happenings. By late February she reported to her
Sponsor that "to date I am the sole contributor”.

Case Study 2

On the first visit to his new school, Henry Li arrived at 4.35 pm only to find that
the School Office closed at 4.30 pm each afternoon. All of the teachers were
still at school, when the teaching day ended at 4.00 pm, but the office staff left
at 4.30. At his previous school Henry was used to the office being open to
parents until 5.30 pm. So it was without thought that at his first Administration
Team meeting, Henry decreed that from the end of Term 1, office staff would
be rostered so that at least one member would be available each day to keep
the school office open until 5.30 pm. By half‐way through Term 2 Henry had
come to bitterly regret his hasty decision. While it was a decision welcomed by
parents (and most teachers) the office staff were most unhappy and as a result
there was no harmony in the school office. Henry was treated coldly and his
day to day requests were met with stony science and snail like responses.
Perhaps the worst outcome was that the staff no longer volunteer any
information to Henry, they would not tell him anything unless he directly
asked. As a result, his orientation to the new school was slow and painful, and
Henry made many mistakes.

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